Flipping the Chemistry Classroom: During 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 second of three contributions, we will discuss how to use the class time when there is no lecture. If the spectrum goes from “100% lecture” to “100% student activities,” what percentage is suitable and appropriate? What activities are useful? How do different types of material affect the efficacy of different activities? Between us, we have used quizzes, student board work, preparation of presentations, group problem solving, word association, and games. We will present a full discussion addressing these problems.
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, active learning, presentation, chemistry
Flipping is awesome. Flipping is not that hard to do.