Flipping the Classroom Bob Rossi Associate Professor, Chemistry Gloucester County College cCWCS Workshop “Active Learning in Organic Chemistry”– June 2014 1
Flipping the Classroom Bob Rossi Associate Professor, Chemistry Gloucester County College
Feb 24, 2016
Flipping the Classroom Bob Rossi Associate Professor, Chemistry Gloucester County College. cCWCS Workshop “Active Learning in Organic Chemistry”– June 2014. Why should I flip my classroom?. The Flipped Classroom Defined. Students practice applying key concepts with feedback. In-Class. - PowerPoint PPT Presentation
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Flipping the ClassroomBob Rossi
Associate Professor, ChemistryGloucester County College
cCWCS Workshop “Active Learning in Organic Chemistry”– June 2014
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Google Scholar Hits for "Flipped Classroom"N
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The Flipped Classroom Defined
In-Class
Out-of-Class
Students prepare to participate in class activities
Students check their understanding and extend their
learning
Students practice applying key
concepts with feedback
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Facts About Flipping Your Classroom
• Fact 1 - Flipped classroom – new term, old idea.– Origins of the flipped classroom developed circa
1820’s or 1890’s.
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Dean of Harvard Law 1890’s Introduced the concept of “Case Study Method” aka “The Socratic
Method”.
Superintendent U.S. Military Academy at West Point 1817
Developed the “Thayer Tenets of Education”
Sylvanus Thayer Christopher Columbus Langdell
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Facts About Flipping Your Classroom
• Fact 1 - Flipped classroom – new term, old idea.– Origins of the flipped classroom developed in circa 1820’s or
1890’s.• Students take more responsibility for their own learning.
– Two recent seminal publications:• Eric Mazur, Peer Instruction: Getting Students to Think in Class, American
Institute of Physics Conference Proceedings, 1997.• M. J. Lage, G. J. Platt, et. al, Inverting the Classroom: A Gateway to
Creating an Inclusive Learning Environment, The Journal of Economic Education 31(1): 30-43, 2000
– Jonathan Bergmann and Aaron Sams, Flip Your Classroom, Reach Every Student in Every Class Every Day, 2007.
• K-12 implementation
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Facts About Flipping Your Classroom
• Fact 2 - A flipped classroom is an approach that can be implemented gradually or all at once.– One concept– One chapter– One section– One lab– One class meeting per week– One course
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Facts About Flipping Your Classroom
• Fact 3 - Flipped classrooms do not replace faculty with technology.– Flipped classrooms are about pedagogy.– Three key objectives:
• Lift content coverage out of the class,• Employ privileged content and application in-class,• Find ways to motivate continued learning after class.
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Facts About Flipping Your Classroom• Fact 4 - Flipped classrooms direct attention away
from the teacher and redirects it back to the students.– Instructor goes from lecturer to learning facilitator
(“From Sage on the Stage to Guide on the Side” ).– You can flip your class many ways:
• Video capture • Just-in-Time Teaching (JiTT)• Pencasting with Livescribe Pens• Combinations of the above
Alison King, College Teaching,41(1),30-35,1993
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Facts About Flipping Your Classroom
• Fact 5 - Flipped classrooms leverage how people learn best.– We always learn best when we have some prior
content knowledge.• Let’s run an experiment!
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Experiment 1 – Study these letters for 5 seconds, don’t write anything down.
J FKFB INAT OUP SNA SAI RS
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Times up!
Write down what you remember.
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Experiment 2 – Study these letters for 5 seconds, don’t write anything down.
JFK FBI NATO UPS NASA IRS
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Times up!
Write down what you remember.
Bet you remembered at lot more!
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Velcro Theory of Memory
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Facts About Flipping Your Classroom
• Fact 5 - Flipped classrooms leverage how people learn best.– We always learn best when we have some prior
content knowledge.– We learn best when we apply our content
knowledge.
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Think about something you know really well, something you are considered an expert in.
How did you learn that so well?
By doing it! Practicing it! → Applying it!
“Practice at retrieving new knowledge or skill from memory is a potent tool for learning and durable retention”, P.C. Brown, H. L. Roediger, M. A. McDaniel
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Facts About Flipping Your Classroom
• Fact 5 - Flipped classrooms leverage how people learn best.– We always learn best when we have some prior
content knowledge.– We learn best when we apply our content
knowledge.• For students to remember they need lots of practice
with retrieving.
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Facts About Flipping Your Classroom
• Fact 5 - Flipped classrooms leverage how people learn best.– We always learn best when we have some prior
content knowledge.– We learn best when we apply our content
knowledge.• For students to remember they need lots of practice with
retrieving. – Flipped classroom helps develop higher-order
thinking skills by doing applications in class.
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Bloom’s TaxonomyTraditional Classroom Flipped Classroom
Outside of Class
In Class Outside of Class
In Class
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Facts About Flipping Your Classroom
• Fact 6 - Challenges– Significant time investment required up-front, but
more efficient over time. – Will take several iterations to get it right.– Flipped classrooms are not the cure all.
• Students must prepare outside class.• Student pushback to doing coursework outside of class.
– Make sure assessments cover out-of-class assignments.
• Great use of clicker questions!
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Facts About Flipping Your Classroom• Just a few words of CAUTION!
– Some students may resist flipped learning.• Lecture acts as a security blanket for some students.
– Remedy: • Lecture a little every class period.
– Avoid the terms like “Flipped Classroom” or calling your class an experiment.
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Suggested Readings • “Case Studies and the Flipped Classroom”, C. F. Herreid and N. A.
Schiller, J. of College Science Teaching, 42,5, 2013, 62.• “Inverted (Flipping) Classrooms – Advantages and Challenges,
Mason, G., Shuman, T. R., et al., 2013, ASEE, Atlanta, GA.• “The Flipped Classroom – A Survey of the Research”, Bishop, J. L.,
and Embry-Riddle, M. A. V., American Society for Engineering Education, 2013.
• “How ‘Flipping’ the Classroom Can Improve the Traditional Lecture”, Berret, D., The Chronicle of Higher Education, February 19, 2012.
• Ron Kordyban and Shelley Kinash. (2013) "No more flying on autopilot: The flipped classroom“ Education Technology Solutions, 56, 54-56: ISSN 1835-209X, http://epublications.bond.edu.au/tls/66
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Suggested Websites
• http://my.brainshark.com/Flipped-Classrooms-101-An-Introduction-to-Flipped-Learning-712355288
• https://www.khanacademy.org/science/organic-chemistry
• http://flippedlearning.org/ • http://flippedclassroom.org• http://
confchem.ccce.divched.org/2014SpringConfChem
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How I “Flipped” My Organic Classes
• Technology Used• Video Lecture Topics and Assignment• Use of Classroom Face-to-Face Time• Student Outcomes• Student Survey and Comments
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How I “Flipped” My Organic Classes
• Technology Used– “Khan” style video
• Modeled after the Khan Academy videos• Student sees a “blackboard” background with colored
“chalk” writing• Hear only the instructors voice• Videos can readily be prepared using a PC with some
additional hardware and software – Example:
• Introduction to Chirality (6:45) http://media.collegeanywhere.org/view/content/15415
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How I “Flipped” My Organic Classes• Technology Used
– Screen Capture Software• Snagit (TechSmith)• Camtasia (TechSmith)• Jing (freeware, http://www.techsmith.com/jing.html)• FrontCam (freeware, http://frontcam.com/)
– Digital Free-Hand Drawing Software• SmoothDraw (freeware, http://www.smoothdraw.com/product/)
– Video editing software• Video file conversion (e.g., avi to wma or mp4)• Easy Media Creator 9 (Roxio)
– USB tablet with stylus or touch-screen computer• Bamboo model CTH-470 (Wacom)
– Host server to house video lectures• CollegeAnywhere (www.collegeanywhere.org )
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Bamboo Model CTH-470 (Wacom)
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How I “Flipped” My Organic Classes• Technology Used
– Screen Capture Software• Snagit (TechSmith)• Camtasia (TechSmith)• Jing (freeware, http://www.techsmith.com/jing.html)• FrontCam (freeware, http://frontcam.com/)
– Digital Free-Hand Drawing Software• SmoothDraw (freeware, http://www.smoothdraw.com/product/)
– Video editing software• Video file conversion (e.g., avi to wma or mp4)• Easy Media Creator 9 (Roxio)
– USB tablet with stylus or touch-screen computer• Bamboo model CTH-470 (Wacom)
– Host server to house video lectures• CollegeAnywhere (www.collegeanywhere.org )
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How I “Flipped” My Organic Classes• Video Lecture Topics and Assignment
– Created >340 video “Lecture-On-Demand” topics to cover the two semester sequence of Organic Chemistry
• Organic I – 43 hrs.• Organic II – 45 hrs.
– Organized generically by topic and arranged by chapter of text in use
• Each topic typically between 10 and 20 minutes length• Video lectures were typically assigned to the class in approximately
2.5 to 3 hour segments per week– Videos available to student on PC’s (Windows and Mac) and
most mobile devices by direct URL or through E-Learning (Blackboard) link to CollegeAnywhere
• iPad users – supplied link to Google Doc published to the web
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How I “Flipped” My Organic Classes• Video Lecture Topics and Assignment
Organic Chemistry I
Video Lecture Topic Video Length (minutes:seconds)
Introduction to Hydrocarbons http://media.collegeanywhere.org/view/content/15844 14:11
Counting Hydrogens on Carbon in a Skeletal Structure http://media.collegeanywhere.org/view/content/15393
5:16
Introduction to the Rules of Resonance http://media.collegeanywhere.org/view/content/16885
12:32
Summary of Allowed Electron Movements in Resonance http://media.collegeanywhere.org/view/content/15489
13:12
Introduction of Organic Reactions http://media.collegeanywhere.org/view/content/15667
16:20
Introduction to Ionic Nucleophilic Substitution http://media.collegeanywhere.org/view/content/15876
23:58
Organic Chemistry II
Introduction to Conjugated Systems http://media.collegeanywhere.org/view/content/16029
15:49
UV Spectroscopy – The Basics http://media.collegeanywhere.org/view/content/16050
27:06
Electrophilic Aromatic Substitution – Nitration http://media.collegeanywhere.org/view/content/15991
10:23
Friedel – Crafts Acylation – Some Further Comments http://media.collegeanywhere.org/view/content/15995
8:44
The Nature of the Carbonyl Group http://media.collegeanywhere.org/view/content/15906 5:49
Friedel – Crafts Acylation – Some Further Comments (8:44) http://media.collegeanywhere.org/view/content/15995
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How I “Flipped” My Organic Classes
• Use of Classroom Face-to-Face Time– Typically start class with question and answer session
based on key concepts presented in the videos.• incorporated iClicker questions.
– Proceed to give a “mini-lecture” reviewing those concepts that were obvious trouble spots.
– Problem solving portion of the class time handled in a collaborative team/peer learning format
• instructor now a “coach” roaming from team to team to answer questions, lend support/guidance as needed and engage in deeper concept discussions.
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Student Outcomes
Exam 1 Exam 2 Exam 3 Exam 40
20
40
60
80
100
120
140
160
180
155
143
122107
158
130123
116
164
130 131
120
Organic Chemistry I Exam Averages - Traditional Lecture Format
Spring 2011Fall 2011Spring 2012
Out
of 2
00 P
oint
s
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Student Outcomes
Exam 1 Exam 2 Exam 3 Exam 40
20
40
60
80
100
120
140
160
180
160149
154141
160 159 156
138142
156
129 130
157154
135
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Organic Chemistry I Exam Averages - Inverted Classroom
Fall 2012Spring 2013Fall 2013Spring 2014
Out
of 2
00 P
oint
s
36
Student Outcomes
Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014660
680
700
720
740
760
780
800
820
735
722716
795
809
760
781
Organic Chemistry I Total Point Averages
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Student Outcomes
Spring 2011 Spring 2012 Spring 2013 Fall 2013 Spring 20140
20
40
60
80
100
120
140
160
180
116 120126
149141
161
136 135
153 155
101
89
104 109114
Organic Chemistry II Exam Averages
Exam 1Exam 2Exam 3
Aver
age
Poin
ts (o
ut o
f 200
)
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Student Outcomes
Spring 2011 Spring 2012 Spring 2013 Fall 2013 Spring 2014620
640
660
680
700
720
740
760
780
800
717
689 692
796
754
Organic Chemistry II Total Point Averages
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Student Survey Results – Organic I
very unsatisfied 6%
unsatisfied 14%
satisfied 47%
very satisfied33%
Student Satisfaction with Inverted Format
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Student Survey Results – Organic I
much worse2% worse
16%
about the same 27%
greater27%
much greater27%
Student Preceived Level of Understanding vs. Traditional
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Student Survey Results – Organic I
not at all6%
somewhat51%
significantly43%
Helped with the Study of Organic Chemistry
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Student Survey Results – Organic II
very unsatisfied 8%
unsatisfied 20%
satisfied 50%
very satisfied22%
Student Satisfaction with Inverted Format
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Student Survey Results – Organic II
much worse3% worse
19%
about the same 30%
greater32%
much greater16%
Student Preceived Level of Understanding vs. Traditional
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Student Survey Results – Organic II
not at all16%
somewhat47%
significantly36%
Helped with the Study of Organic Chemistry
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Student Comments – Organic I
• “The lectures on demand were useful, and I suggest that they should be kept up for future students.”
• “Any chemistry course is tough enough as it is. However the video lectures, coupled with in class problem sets have made it easy for me to learn. I can't imagine taking this course any differently now.”
• “Love the video's, they were great! I really enjoy this course a lot. Can't wait from Organic II next semester.”
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Student Comments – Organic II• “The style and format of this course this semester was very
helpful. I was able to look back at videos as well as compare with the text. It helped me with the problems and exams.”
• “Great course. I really liked the online lectures. It helped me to better understand and learn the material. Also doing homework in class helped better understand the reactions.”
• “The on-demand lectures were a great idea because you could re-watch them as many times as necessary. The in-class problems were a huge help because they are very similar in style to the test questions.”
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