[40] Flipping the Chemistry Classroom: After the “Lecture”

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Flipping the Chemistry Classroom: After the “Lecture”

Author (s)

Simon Bott Professor
College of Science
Mariolino Carta, Joel Loveridge, Christian Klinke, Andrew McKinley, Deb Roy, Jennifer Stanford

Abstract

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.”

An often overlooked aspect of “flipping” is what do the students do after the engagement with the “teacher” (w prefer to use the word “facilitator”) We have structured workshops and tutorials that are designed to build on and reinforce the students’ understanding of the material. In addition, we use extensively Blackboard homework.

Session Outline

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.

Key Words

Flipped, active learning, workshop, homework

Key Messages

Flipping is awesome. Flipping is not that hard to do.

 

 

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