Originally posted by Rebecca Celik, Ph.D on July 17, 2014.
How to start flipping your course: part 1
When Dr. Amanda Brindley, faculty lecturer at the University of Califoria, Irvine, flipped her general chemistry course for the first time last fall she encountered challenges that are common to newcomers in the flipped community. She sat down with us to share her experience and pass along some of the tips and tricks you’ll need to start flipping your own chemistry course. Part 1 of this blog series will help you plan your flipped classroom journey.
What is the format of a flipped course?
For those who are unfamiliar with flipped courses, they employ a teaching style in which students review lecture materials at home in order to prepare for class time devoted to group discussions, assignments, and activities.
Amanda delivers lectures via her own custom-made video podcasts. She includes a five-minute recap of the relevant video lectures at the start of each class meeting before getting students engaged in active learning.
Prior to class, I write up hints for all of the problems on the worksheet and make those available so that students have a starting point. They work together in small groups with their neighbors.
Use online homework and/or clickers for assessment
Amanda uses Sapling Learning for her online homework system, which offers easy access to assignment analytics. She packaged it with i>clicker to use as an in-class gauge of student comprehension. The homework and pop clicker quizzes served as low-stakes summative assessments.
Devote an entire lecture period to explaining the flipped ideology
Amanda’s first semester of flipped students didn’t understand what they needed to do to be successful in a flipped course, so she adjusted her approach.
Amanda turned her typical “syllabus talk” into a scavenger hunt in her course website via a custom Sapling Learning homework assignment. This is a “best practice” tactic in the distance learning community as well.