The document discusses the flipped classroom model used by Dr. Maha Zewail-Foote and Dr. Steven Neshyba, which emphasizes introducing concepts at home through videos and engaging students in problem-solving during class. This approach promotes student engagement, allows for individualized attention, and enhances the effectiveness of homework by enabling collaborative learning. Key elements include personalized videos, assessments to gauge understanding, and technology integration for effective teaching.

1. Flipped for the Sciences
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Dr. Maha Zewail-Foote, Southwestern University
Dr. Steven Neshyba, University of Puget Sound

2. The canonical flipped class
Students are introduced to concepts
(in class)
Students work homework problems
(at home)

3. The canonical flipped class
Students are introduced to concepts
(at home)
Students work homework problems
(in class)

4. Poll
Have you tried flipping a course or parts
of a course? And to what extent?
A)
B)
C)
I flip all the time
I have tried some flipping
approaches
I have not tried to flip any part of my
course

5. Our courses - Steven

Gen Chem (30-40 students), for
majors and nonmajors

Pchem (20-30 students), for chemistry
and biochemistry majors

6. The weekly routine
Monday – Wrap up prev. week
(review, quiz)
 Tuesday – Heavy duty lecture, preview
lab and computational activities
 Thursday/Friday – Hands-on
computational activities

All have video supplements, as needed

7. Our courses - Maha
General Chemistry (30 students, for
majors and non-majors)
 Monday, Wednesday, Friday course
(50 min)


8. How it’s done in our classes
Before class
Videos can be
recorded
lectures or
narrated
slides
During class
After class

9. How it’s done in our classes
Before class
Videos can be
recorded
lectures or
narrated
slides
During class
Grappling with
complex
problems, collabo
rative hands-on
work, clickers
After class

10. How it’s done in our classes
Before class
Videos can be
recorded
lectures or
narrated
slides
During class
After class
Grappling with
complex
problems, collabo
rative hands-on
work, clickers
Completing, reflecti
ng , and preparing
materials to be
submitted

11. So … Why flip? (Maha)
Engaged students!
 Lectures are more effective when
students can learn at their own pace.
 Homework is more effective if students
can begin the problem solving in class
 More individual attention to students
 Prompt corrective action


12. So … Why flip? (Steven)
It’s easier to show than to describe
 Class time feels more like office hours
 Classroom becomes student-centered
 Videos let students absorb new ideas
out of class, with multiple views if
needed
 It’s possible to go after greater nuance
and depth, without too much loss of
coverage
 Asynchronicity is very important


13. Before class
Which material?
 What is the outside of class activity?

◦ Doesn’t have to be a video
◦ Show a demonstration, “how to” problem, minilecture

How to keep students engaged with the
material?
◦ Lecture outline
◦ Assess student understanding (quizzes;
problem sets; student feedback)
◦ Accountability

14. Student feedback

15. Technology
Camera and tripod
 Screen capture and editing

◦ imovie, Camtasia, Snag-it, Quicktime
Player
Explain Everything app (iPad)
 On-line quizzes (Google
forms, Learning Management System
like Moodle)
 Upload videos to YouTube, Google
site, Moodle
 Clickers


16. Lessons learned
What are the steps to a flipped classroom?
 Need for personalized videos
 Asking the right questions for pre-class
activities
 Student accountability
 What do students have to say?
 Asynchronous learning
 Inter- and Intra- institutional collaborations
 Institutional support
 Technology services
 Student outcomes


17. Chat
What concerns do you have about
flipping?

18. Resources
Flippedclass.org
 Peer Instruction

http://blog.peerinstruction.net/author/peerinstruction/