Modified Flipped Classroom Teaching for Science Classes: In the modified flipped model presented here, some aspects of the flipped model were used in conjunction with a more traditional lecture style. The reason for the change in teaching methods was to increase the level of preparedness of the students and to encourage a more interactive and engaging learning environment. Students were given reading assignments and short lecture videos prior to attending class. They were also required to complete a short pre-lecture assignment which was due at the beginning of the class period. For approximately twenty minutes of class time, material was presented using traditional lecture while the remaining class time was dedicated to in-class problem sets and activities. It was determined that there was a significant increase in both the retention and the success rate of the students in the courses using this flipped classroom style.

1. Modified Flipped Classroom Teaching for Science
Classes
Elizabeth Gabbard & Shyamala Sivalingam
Session 2.7: January 5, 2017

2. Teaching

3. Teaching
• s

4. Why flipped classroom teaching?

6. Collaboration with Colleagues

7. What is Flipped Classroom Teaching?
• Students view lecture videos before coming to class
• Students may complete assignments based on the topic before class
• Class time is devoted to class work and discussions

8. What led us to change our teaching methods?
• Prof Sivalingam’s story
• Prof Gabbard’s story

9. What Our First Modified Flipped Class Looked
Like:
Pre-class Assignments
Encourage student to read the lecture material before class
Graded on completion, not correctness
Worth 5 points each (5% overall)
Due before lecture starts

10. Set up – Pre-lecture Assignment

11. Set up – Pre-lecture Assignment Timeline

12. Experiences on both sides
Spring 2016 – A student cried; Teacher panicked

13. Class Time
Typical Class Meeting
Lecture for approximately 20 minutes
Rest of class meeting, students work on discussion material in small groups
Classwork is worth 5-10% of overall
Graded individually for complete and correctness
Turned in at the end of the class period

14. Set up – Discussion/In-class Activities

15. Experiences on both sides
Spring 2016 – Changed from group packet to individual
Summer 2016 – Students worked among themselves; Teacher panicked
again.
Fall 2016 – Students asked for more discussion materials!!!

16. The Importance of Homework
• Students need more practice outside of the classroom
• Highlights where students are having trouble

17. Set up – Sapling Learning On-line HW

18. Set up – Sapling Learning On-line HW

19. Set up – Sapling Learning On-line H.W Result

20. How do we keep up?

21. 54%
56%
63%
65%
71%
72%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Spring 14 Spring 15 Spring 16
Percent
Semester
Success Rate/Retention All Sections of CHE 111
Success Rate
Retention

22. 79%
94%
71%
89%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Spring 16 Summer 16
Percent
Semester
Success Rate/Retention - Gabbard
Retention
Success

23. Retention and Success (Sivalingam)• s

24. Factors/Resources
• Classroom size
• Classroom design
• Extra help
• Recitation time
• Changing the model to fit the learner
• Constant feedback to the students

25. Factors/Resources

26. Factors/Resources
Anne Arundel Community College
ERT Best Practices
Science
The overall goal of this approach is to get students to be more engaged in the
learning process by reinforcing study strategies and to encourage students to
monitor their own progress. Instructor can help with the monitoring process
as well and adjust teaching strategies to address concerns of students.
Day One Form
Students in the very first meeting complete a simple form and consult it
throughout the semester. They can make periodic adjustments relative to
changing circumstances and their progress in learning in the class. This
document places emphasis on some core academic skills as well as soft skills
which complement student learning outside of class. Students need to turn in
a copy to the instructor. The logistics of collecting and maintaining the
documents for evaluation purposes is left up to the individual instructor. The
form can be adapted as needed. See page 2 for a sample form suggested for
use in CHE 111 (General Chemistry 1) course.

27. Factors/Resources
Tracking Form
A tracking form to be filled out by students prior to each major test is useful
in monitoring study strategies and study habits. This is designed to reinforce
soft skills of students. See page 3 for a sample Tracking Form suggested for
use in CHE 111 (General Chemistry 1) course.
Assessment of the effectiveness of the proposed strategy
Instructors teaching multiple sections of the same course (e.g., CHE 111) can
try this strategy in one section while keeping other section(s) as control. Test
grades can be used as an assessment tool to see if the strategy worked.
Secondly, students using the Tracking Form can be surveyed to gauge the
usefulness of the proposed strategy.
The proposed approach may not yield any quantitative data, but it is likely to
result in qualitative comparison and provide future direction with this
approach.

28. CHE 111 NAME ________________________
DAY ONE FORM SEC # _______ DATE ____________
Semester Goal: I wish to earn ____________ grade in this class.
STRENGTH NEED TO IMPROVE
ACADEMIC SKILLS
1. Math skills ______ _______
2. Reading ______ _______
3. Writing ______ _______
4. Ability to learn new vocabulary ______ _______
5. Technology skills
SOFT SKILLS
1. Self motivation ______ _______
2. Self management ______ _______
3. Personal responsibility ______ _______
4. Self confidence ______ _______
5. Self awareness ______ _______
6. Interdependence ______ _______
7. Emotional intelligence ______ _______
In order to succeed in this class and to earn my intended grade, I will make every reasonable effort to take
the following action steps consistently throughout the semester.
ACTION STEPS
1. Attend class regularly
2. Take and review notes
3. Complete assigned readings
4. Complete all assignments
5. Prepare and be engaged in class
6. Practice questions/numerical problems
7. Participate in class discussions
8. Seek help when needed
9. Use available college resources (tutoring,
Science lab, instructor office hours, etc.)
10. Work with other students in class
Students add their own ideas below
11.
12.

29. Peer to Peer

31. Peer to Peer
Beginning weeks of class are in and I’m like okay, okay, not too bad…I can do this.
Continuing on and I’m like oh man….here comes the struggle again!!! I started going
to a tutor 2 times a week, asking multiple questions in class, and trying to do my best
with the in class group work/homework and reviews. Side note: I was doing great in
lab. I’ve always been more of a hands on person (but not great with numbers) and I
was holding a 90% in lab which also helped a lot. Needless to say hard work and
dedication paid off. I will NEVER forget the morning I checked my grade. I had
finished breakfast and was sitting on the couch watching a morning show until it was
time to leave for work, so I decided to check and see if my grades were posted. I was
so nervous that I almost didn’t want to open it. I was so afraid that even with all of my
hard work, time, and effort that I put into the class I’d barely graze a C. Finally, I
clicked the link to see my grades and sure enough as the sky is blue I had a B!!!!!!!!!!!!
Can you believe it? I couldn’t! I was so happy that I shed a tear. A good tear for finally
accomplishing what I knew I could all along.

32. Peer to Peer
Sometimes our mentality blocks us from what we can really do. I almost let my
negativity get the best of me. Let those who are there for you HELP YOU! You all
have a great teacher who is able, willing, and determined to help you succeed in
passing her class. If it wasn’t for her teaching technique (which is different from any
other chem class I’ve had) I don’t think I would’ve done as well as I did! I am
forever grateful for her and for her ability to bring out another side of me. It’s more
than just passing a class, its truly shown me that whatever you put your mind to you
can achieve! I hope you all were inspired by this, and that you too are dedicated and
motivated to passing your class with whatever grade you desire! Good luck!