This document describes a "partially flipped" classroom approach used in an introductory geology course at California State University, Chico. In a partially flipped classroom, introductory content is delivered outside of class time through pre-class readings, while class time focuses on interactive activities and investigations. The instructor aims to have an interactive pod activity each class, collect work from students, incorporate local geology examples, and use data to demonstrate the scientific process. Examples of in-class activities include discussions of river features, volcano data analysis, and investigations of climate change impacts. Assessment includes reading quizzes, exams with conceptual and map questions, and optional group exam days.

1. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
1. What is a “partially” flipped classroom?
2. What is a flipped classroom?
3. What is my “partially” flipped classroom?
Background:
CSU, Chico- Northern California residential campus, with MS programs
Intro Geology: - GE with a lab
- 100 + students, not science majors (most)
- lab taught by TAs, separate from lecture
- 2 lectures per week (50 min)
Getting the Most of Introductory Courses Spring 2014 Workshop
http://serc.carleton.edu/NAGTWorkshops/RACHEL TEASDALE, CSU, CHICO intro/virtual2014/program.html

2. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
1. What is a partially flipped classroom?
2. What is a flipped classroom?
3. What is my “partially” flipped classroom?
I didn’t know either!
- Get rid of text material in class
- Have time to do more investigations/interactive activities
- Motivated by wanting to interact more with students
- Motivated by students inactivity…

3. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
1. What is a partially flipped classroom?-
2. What is a flipped classroom? UT Austin, Center for Teaching & Learning:
3. What is my “partially” flipped classroom?
https://ctl.utexas.edu/sites/default/files/flippedgraphic(web1100px)_0.png

4. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
2. What is a flipped classroom?- UT Austin, Center for Teaching & Learning:
https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped
“Unflipped” “Flipped”

5. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
2. What is a flipped classroom?- Why do it (even “partially”)?
a. Research on student learning (e.g. Hake, 1998)
• Pre- vs. post-course test (6000 physics students)
 significantly more student learning in courses with interactive-engagement
methods than traditional style lecture (including >100
students)

6. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
2. What is a flipped classroom?- Why do it (even “partially”)?
b. Attitudinal Research
c. My informal observations (no statistical validation)
improved attendance (& data from Yuretich, 2001)
students involved in their own learning, it’s not high school, raise
expectations & they’ll exceed them!
students engaged in course content during class
d. Sometimes I get bored myself
(Yuretich, 2001)

7. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
1. What is a flipped classroom?
2. What is a partially flipped classroom?
3. What is my “partially” flipped classroom?
Use class time for case studies, investigations, synthesis and group activities- DAILY!
Skip the textbook stuff- they can get introductory content from readings outside of class
(& take graded reading quizzes)
Structure of my class:
Students earn points for doing what I want them to do
a. Readings assignments (w/ Bb quizzes that close before class)
b. Exams
c. Labs
d. Participation during class

8. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
3. What is my “partially” flipped classroom?
Pods
(self-assigned seats)
Goals
1: Interactive/pod activity each class period
2: I get something from students each class
3: Incorporate local geology (place based)
4: Use of data, scientific collaboration, convey how science works

9. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
3. What is my “partially” flipped classroom?- EXAMPLES
1: Interactive/pod activity each class period
2: I get something from students each class
3: Incorporate local geology (place based)
4: Use of data, scientific collaboration, convey how science works
Example:
Where is the best place
to build your dream
home? (a or b?)
Discuss WHY???
(report outs!)
(alternative)
Give the name of the
river structures at
locations a, b, c
a
c b
http://pages.uoregon.edu/millerm/meander.html
“Think – Pair – Share” format

10. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
CELT 2011 5Oct2011
3. What is my “partially” flipped classroom?
1: Interactive/pod activity each class period
2: I get something from students each class
3: Incorporate local geology (place based)
4: Use of data, scientific collaboration, convey how science works
Locate as many of the
following features as
possible (on your own,
then in pod):
Coast Range, Sierra Nevada Mtns
Cascade Volcanoes
Basin & Range, SAF
Great Valley
Sutter Buttes, Sacramento River
For discussion:
How does Sacramento River play into politics of California?

11. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
Volcano Exploration Project: Pu`u `O`o (VEPP)
3. What is my “partially” flipped classroom?
1: Interactive/pod activity each class period
2: I get something from students each class
3: Incorporate local geology (place based)
4: Use of data, scientific collaboration, convey how science works
Example: VEPP-HVO
Monday Morning
Meeting (Jigsaw)
1. Day 1: Each pod assumes the role of a volcano specialist in:
- tilt - GPS data - seismic data - gravity - Webcam
Pods discuss data and trends of time period
2. Day 2: Reconfigure to one specialist per group:
Discuss all data types, trends; what data collectively mean,
interpretation/forecast
3. Class discussion, compare group interpretations with real events
http://nagt.org/nagt/teaching_resources/vepp/examples/48383.html

12. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
3. What is my “partially” flipped classroom?
1: Interactive/pod activity each class period
2: I get something from students each class
3: Incorporate local geology (place based)
4: Use of data, scientific collaboration, convey how science works
Investigation: How would an episode of massive global
warming or a glacial period affect North America?
Their calculations show
100% glacial melt = 79.8 m (= 262 ft) SL rise
10% glacial melt = 7.9 m (= 25.9 ft)
What does it mean locally?
For other areas (Historic? Hometown?
Economic- NYC Wall Street?
Ag. areas etc.)
INVESTIGATION From Text: Reynolds Exploring Earth

13. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
3. What is my “partially” flipped classroom?
Assessing of student learning
1. Formative Assessment: student feedback in discussions, group work, from
scratch paper responses, foot stomping
2. Summative Assessment: Exams
Exam Questions = same format as pre/class activities:
multiple choice questions + short answer questions, map stuff
Interactivity: “Group Exams”:
1st day of exam is “individual” exam: MC + short answer,
worth 2/3 of exam score
2nd day of exam is optional, in pods
worth 1/3 of exam score
Results : 2nd day of exam scores = avg score increases by ~7 points (out of 100)

14. A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO
Learning curve for both instructors and students
• Instructors: develop good questions, analyze student
responses, incorporate information into class asap
Advice? PLAN PLAN PLAN!
• Start small
• Steal resources (SERC)
Be ok with stuff not
working the 1st time-revise
& move on
3. What is my “partially” flipped classroom?
• Strict structure- stick to the schedule (exams, deadlines,
office hours- more students come!)
• Ask for advice/help/suggestions- colleagues, listserv,
the students in class, other students!