Modified Flipped Classroom Teaching for Science Classes

Elizabeth Gabbard & Shyamala Sivalingam

Session 2.7: January 5, 2017

Teaching

Teaching• s

Why flipped classroom teaching?

Collaboration with Colleagues

What is Flipped Classroom Teaching?

• Students view lecture videos before coming to class

• Students may complete assignments based on the topic before class

• Class time is devoted to class work and discussions

What led us to change our teaching methods?

• Prof Sivalingam’s story

• Prof Gabbard’s story

What Our First Modified Flipped Class Looked Like:

Pre-class Assignments

Encourage student to read the lecture material before class

Graded on completion, not correctness

Worth 5 points each (5% overall)

Due before lecture starts

Set up – Pre-lecture Assignment

Set up – Pre-lecture Assignment Timeline

Experiences on both sides

Spring 2016 – A student cried; Teacher panicked

Class Time

Typical Class Meeting

Lecture for approximately 20 minutes

Rest of class meeting, students work on discussion material in small groups

Classwork is worth 5-10% of overall

Graded individually for complete and correctness

Turned in at the end of the class period

Set up – Discussion/In-class Activities

Experiences on both sides

Spring 2016 – Changed from group packet to individual

Summer 2016 – Students worked among themselves; Teacher panicked again.

Fall 2016 – Students asked for more discussion materials!!!

The Importance of Homework

• Students need more practice outside of the classroom

• Highlights where students are having trouble

Set up – Sapling Learning On-line HW

Set up – Sapling Learning On-line HW

Set up – Sapling Learning On-line H.W Result

How do we keep up?

54%56%

63%65%

71%72%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Spring 14 Spring 15 Spring 16

Pe

rce

nt

Semester

Success Rate/Retention All Sections of CHE 111

Success Rate

Retention

79%

94%

71%

89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Spring 16 Summer 16

Pe

rce

nt

Semester

Success Rate/Retention - Gabbard

Retention

Success

Retention and Success (Sivalingam)• s

Factors/Resources

• Classroom size

• Classroom design

• Extra help

• Recitation time

• Changing the model to fit the learner

• Constant feedback to the students

Factors/Resources

Factors/ResourcesAnne Arundel Community CollegeERT Best Practices

Science

The overall goal of this approach is to get students to be more engaged in the learning process by reinforcing study strategies and to encourage students to monitor their own progress. Instructor can help with the monitoring process as well and adjust teaching strategies to address concerns of students.

Day One Form

Students in the very first meeting complete a simple form and consult it throughout the semester. They can make periodic adjustments relative to changing circumstances and their progress in learning in the class. This document places emphasis on some core academic skills as well as soft skills which complement student learning outside of class. Students need to turn in a copy to the instructor. The logistics of collecting and maintaining the documents for evaluation purposes is left up to the individual instructor. The form can be adapted as needed. See page 2 for a sample form suggested for use in CHE 111 (General Chemistry 1) course.

Factors/Resources

Tracking Form

A tracking form to be filled out by students prior to each major test is useful in monitoring study strategies and study habits. This is designed to reinforce soft skills of students. See page 3 for a sample Tracking Form suggested for use in CHE 111 (General Chemistry 1) course.

Assessment of the effectiveness of the proposed strategy

Instructors teaching multiple sections of the same course (e.g., CHE 111) can try this strategy in one section while keeping other section(s) as control. Test grades can be used as an assessment tool to see if the strategy worked. Secondly, students using the Tracking Form can be surveyed to gauge the usefulness of the proposed strategy.

The proposed approach may not yield any quantitative data, but it is likely to result in qualitative comparison and provide future direction with this approach.

CHE 111 NAME ________________________

DAY ONE FORM SEC # _______ DATE ____________

Semester Goal: I wish to earn ____________ grade in this class.

STRENGTH NEED TO IMPROVE

ACADEMIC SKILLS

1. Math skills ______ _______

2. Reading ______ _______

3. Writing ______ _______

4. Ability to learn new vocabulary ______ _______

5. Technology skills

SOFT SKILLS

1. Self motivation ______ _______

2. Self management ______ _______

3. Personal responsibility ______ _______

4. Self confidence ______ _______

5. Self awareness ______ _______

6. Interdependence ______ _______

7. Emotional intelligence ______ _______

In order to succeed in this class and to earn my intended grade, I will make every reasonable effort to take

the following action steps consistently throughout the semester.

ACTION STEPS

1. Attend class regularly

2. Take and review notes

3. Complete assigned readings

4. Complete all assignments

5. Prepare and be engaged in class

6. Practice questions/numerical problems

7. Participate in class discussions

8. Seek help when needed

9. Use available college resources (tutoring,

Science lab, instructor office hours, etc.)

10. Work with other students in class

Students add their own ideas below

11.

12.

Peer to Peer

Peer to Peer

Beginning weeks of class are in and I’m like okay, okay, not too bad…I can do this. Continuing on and I’m like oh man….here comes the struggle again!!! I started going to a tutor 2 times a week, asking multiple questions in class, and trying to do my best with the in class group work/homework and reviews. Side note: I was doing great in lab. I’ve always been more of a hands on person (but not great with numbers) and I was holding a 90% in lab which also helped a lot. Needless to say hard work and dedication paid off. I will NEVER forget the morning I checked my grade. I had finished breakfast and was sitting on the couch watching a morning show until it was time to leave for work, so I decided to check and see if my grades were posted. I was so nervous that I almost didn’t want to open it. I was so afraid that even with all of my hard work, time, and effort that I put into the class I’d barely graze a C. Finally, I clicked the link to see my grades and sure enough as the sky is blue I had a B!!!!!!!!!!!! Can you believe it? I couldn’t! I was so happy that I shed a tear. A good tear for finally accomplishing what I knew I could all along.

Peer to Peer

Sometimes our mentality blocks us from what we can really do. I almost let my

negativity get the best of me. Let those who are there for you HELP YOU! You all

have a great teacher who is able, willing, and determined to help you succeed in

passing her class. If it wasn’t for her teaching technique (which is different from any

other chem class I’ve had) I don’t think I would’ve done as well as I did! I am

forever grateful for her and for her ability to bring out another side of me. It’s more

than just passing a class, its truly shown me that whatever you put your mind to you

can achieve! I hope you all were inspired by this, and that you too are dedicated and

motivated to passing your class with whatever grade you desire! Good luck!