Flip Your Class! Strategies and Student Reactions to a Flipped Classroom Kelly B. Butzler, Faculty, Pennsylvania College of Technology.

Flip Your Class!

Strategies and Student Reactions to a Flipped Classroom

Kelly B. Butzler, Faculty, Pennsylvania College of Technology

The Flipped Classroom

• Passive learning done outside classroom• Gives the instructor more time with problem-solving

and higher order thinking skills. • Learning is active and social

– Memorizing, remembering, recognizing (low level learning) is spent outside of class.

– More time is spent in the classroom working on higher level learning (problem-solving, analysis)

Problem

• Only 2.5 hours face-to-face• Had to encourage students to come prepared

– Selected a excellent “readable” textbook– Implemented “reading quizzes”

• Still had difficulties focusing on problems only• Transitions

– Podcast/Smartboard (classroom capture)– Camtasia recordings in office (lecture capture)– Started vodcasting using MediaSite (classroom

capture)

Flip that Classroom!

• “One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student.  Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids” (Bergmann and Sams, 2012).

Pilot Study

• Two sections of Organic Chemistry– MWF (50 min) traditional lecture– T/Th (1 hr. 15 min) flipped

Survey Results from a Flipped Classroom Pilot Study in Organic Chemistry I

Of the 32 total responses, 12 students indicated they were attending a traditional class, 16 indicated they were attending an inverted class.

Flipped Class Responses

Test 1 Grades• Structure/Bonding, Acids/bases,

Functional groups• Lecture: 78.47%

– 3 As, 3 Bs, 7 Cs, 2 Ds• Flipped: 75.80%

– 5 As, 2 Bs, 2 Cs, 3 Ds, 2 Fs

Test 2

• Alkanes, Stereochemistry, Overview of Organic reactions

• Lecture: 77.90%– 5 As, 3 Bs, 2 Cs, 2 Ds, 3Fs

• Flipped: 77.75% – 4 As, 4 Bs, 2 Cs, 1 Ds, 3 Fs

Test 3

• Substitution rxns, Elimination rxns, Rxns of alcohols, ethers and epoxides

• Lecture: 55.23%– 1 As, 3 Bs, 2 Cs, 0 Ds, 9 Fs

• Flipped: 65.5% – 0 As, 3 Bs, 5 Cs, 2 Ds, 4 Fs

• By test 3, 1 W from lecture, 2 W from flipped

Final Exam• Cumulative: add Alkenes, Alkynes and

Retrosynthesis– 70 MC, 55 pts from mechanisms, retros,

complete the rxn, explain theory• Lecture: 72.47%

– 2 As, 5 Bs, 3 Cs, 1 Ds, 4 Fs • Flipped: 75.80%

– 3As, 3 Bs, 3 Cs, 1 Ds, 4 Fs• By the final, 2 W from Lecture, 3 W from flipped

Grading System

• Overall Grading– 3 semester tests (30%)– Final (30%)– Quizzes (20%)– Connect hmwk (20%)

Can replace lowest semester test grade with final exam grade if the final was higher than the AVERAGE of the 3 tests

Overall Grades

• Lecture: 3 As, 6 Bs, 3 Cs, 2 Ds, 1 F, 2 W• Flipped: 4 As, 4 Bs, 3 Cs, 3 Ds, 0 Fs, 3 W

Comments and Grades

• Comments

Student Resistance

• Initially, many students did not like this approach. • Makes them accountable for their learning and take a

more active role in the classroom. – Cannot sleep or daydream in class.

• They make statements like “the teacher doesn’t teach” or “I shouldn’t have to learn this on my own”.

• Remind students that a credit hour= 1 hour “in class” time and 2 hours “outside” class time.

• Once they realize that they are actually learning the material, students change their tune.

Reading QuizCh. 1 Structure and Bonding 1. The curved arrow notation shows the movement of a(n )_____ ______.

2. What is the geometry (linear, trigonal planar, tetrahedral, trigonal bipyramidal, or octahedral)of a carbon atom that has the following hybridization?

sp _______

sp2 ________

sp3 _________

3. Isomers differ in the arrangement of both _____ and _______. Resonance structures differ only in the arrangement of _____.

4. Circle the type of hybridization that has the highest percent s-character.

sp, sp2, sp3

Reading Quiz

Ch. 9 (Alcohols, ethers, and epoxides)

1. List 4 reagents that will convert an -OH to a good leaving group.

2. Deprotonation of an -OH can be accomplished with __________________ or _______________________.

3. In reactions that involve an unsymmetrical epoxide, a strong nucleophile attacks the ______________ substituted carbon. With acids, HZ, the Z-

attacks the ______________ substituted carbon.

3. Carbocation intermediates can rearrange by a ______________ shift of a hydrogen atom or _________________group. The resulting carbocation is ____________________ stable than the original carbocation.

Great Site

• Flipped Class Network– http://vodcasting.ning.com/

References

• Bergmann, J. & Sams, A. (2011). How the Flipped Classroom Is Radically Transforming Learning. The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php

• Gannod, G. (2007). WIP: Using Podcasting in an Inverted Classroom. Retrieved from http://gannodss.csamu.org/diesel/images/e/e3/Fie07.pdf

• Hackemann, S. (2010). Keeping 'em down on the farm: Retention best practices for hybrid/blended courses at the community college level. (Capella University)

• Held, C. (2009). The perspective of the online student: Emerging technologies that warrant use in online learning at a community college. (Northcentral University)

References continued

• Talbert, R. (2010). Flip that Class! Adventures in the Inverted Classroom. Retrieved from http://prezi.com/2uskfembh5ar/flip-that-class-adventures-in-the-inverted-classroom/

• Young, J. (2009). When Computers Leave Classrooms, So Does Boredom. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Teach-Naked-Effort-Strips/47398/

• Nie, M., Armellini, A., Harrington, S., Barklamb, K., & Randall, R. (2010). The role of podcasting in effective curriculum renewal. ALT-J, Research in Learning Technology, 18(2), 105-118.