Flipping the Classroom and Lecture Capture. Active Learning in Organic Chemistry cCWCS Workshop Charlotte, NC Vincent Maloney. Introduction. More experience with CAT’s and clickers Less experience with flipping the class and lecture capture Others here who have flipped their classroom
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Active Learning in Organic Chemistry
More experience with CAT’s and clickers
Less experience with flipping the class and lecture capture
Others here who have flipped their classroom
Workshop Flip Part 1
Straw man: traditional lecture
My “small” flip
My “big” flip
Lecture capture technology
Workshop Flip Part 2
Last comments and acknowledgements
Have used used CAT’s, JiTT, and/or peer to peer problem solving?
If yes, then you have flipped the classroom to some extent.
So what’s different?
Instead of “lecture” about website
Assignment: view organicERs website
Assessment before “class”: none today
Peer group problem solving
discussion of questions
Give at least 2 resources at organicers.org that you would like to see.
Suggest at least 1 contribution you could give to website or describe/demonstrate one that you have already submitted.
Traditional Lecture: Straw Man
Students read text before lecture (maybe)
Lecture given in traditional manner
After class, students work on assignments
May work together
May ask instructor questions
Problems in understanding not recognized until homework turned in or quiz/exam
Bloom’s TaxonomyKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationHow many of these outcomes do you think traditional lecture addresses?
How many of these outcomes do you think traditional lecture addresses?
0 b. 1 c. 2 d. 4 e. 6
According to L. Nilson, Teaching at Its Best p. 107
CAT’s, JiTT, Peer to peer problem solving, POGIL address more learning outcomes, all remaining
Given benefits of other techniques
Move lecture outside of face to face classroom
Online recorded lectures
Use other techniques entirely during classroom
Lee Gibson, A Peer-Learning Approach to Conceptual Understanding with iclicker in the Mathematics Classroom, Classroom Response Systems: Innovations and Best Practices, Louisville, Kentucky, November 15th, 2008
Record nomenclature lectures (Screencorder)
In students start with short quiz
Work on more complex nomenclature problems
Funded CELT proposal for summer 2013
Record lectures < 20 min.
Lecture length based on topic
Students watch lectures before class
Students complete online assignment/quiz using Respondus
Face to Face Class
Ask questions of increasing complexity
End of Week: Muddiest point CAT
At the website already
Robert D. Rossi, Flipping the Sophomore Organic Chemistry Classroom
Jessica Fautch, Organic Chemistry Upside Down: The Flipped Classroom
Voice of speaker
Video of speaker
Actions on a computer screen
Record in class or prior to class
Can import other video
Can track student usage
Student view online
Students can watch multiple times
Can select portion to watch easily
Can add notes and comments
In class use
Students overall positive
Anecdotally, student attendance did decrease over time
Course flip use
Lectures pre-recorded followed by assignment
No recording of face to face class
Within 4 year period
Live Scribe and Educreations both can be used
What portion of website do you think you will use least?
What aspects of the web design would you like to see change?
Choose two JiTT from Centre College that you think are best.
CELT and ITS at IPFW