Flipping the Chemistry Classroom: Before the “Lecture”
Simon Bott Professor
College of Science
Mariolino Carta, Joel Loveridge, Christian Klinke, Andrew McKinley, Deb Roy, Jennifer Stanford
The reopening of the Department of Chemistry last year afforded an opportunity to examine the standard undergraduate course through the overall lens of “what is appropriate for 2017.” We revisited the curriculum and addressed issues of transition and employability as well as developing a conceptually-driven framework for content. We also considered carefully the pedagogical options and determined that the default model for teaching chemistry content should be a flipped approach. We believe that we are the only department in the UK in which all material is “flipped.”
In this first of three contributions, we will detail how we prepared the material for the students’ initial engagement. One of us has extensive experience of flipping; the others very little. We will present these individual “mini-case studies” as a series of encouragements and warnings to those who are considering flipping but are daunted by what it might entail.
Issues that will be addressed include “what to put in;” “what level of detail to include;” “how long is a lecture.” We will also discuss how we prepared the various forms of content.
This will be a presentation with extensive audience participation and interaction. Ideally, we will present what we have done and why we have done it, but invite and encourage those who have flipped to contribute what they did… and also those who want to flip to bring their doubts and misgivings.
Flipped, video, presentation, chemistry
Flipping is awesome. Flipping is not that hard to do.