Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The...

Mike StieffAssociate Professor

Department of ChemistryLearning Sciences Research Institute

The Flipped Classroom at UIC

Why Flip Instruction?

• Increases engagement

• Improves team-based skills

• Allows individualized instruction

• Focuses instruction on needs

• Provides more in-class freedom

Isn’t Lecture Good Enough?(Freeman et al., 2014)

Isn’t Lecture Good Enough?

Student viewpoints

What Is Flipped Instruction?“rotation-model implementation in which within a given course or subject (e.g., math), students rotate on a fixed schedule between face-to-face teacher-guided practice (or projects) on campus during the standard school day and online delivery of content and instruction of the same subject from a remote location (often home) after school. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night” (Staker & Horn, 2012, p. 10)

Student completes online material

(e.g., video lecture)

Student completes online material

(e.g., video lecture)

Student attends course and is placed

in small group

Student attends course and is placed

in small group

Instructor poses conceptual

questions/challenge problems for groups

Instructor poses conceptual

questions/challenge problems for groups

All students respond via clicker devices

All students respond via clicker devices

Instructor delivers micro-lecture to

elaborate/explain

Instructor delivers micro-lecture to

elaborate/explain

Example “Flipped” Structure

Example Online Components

• Videotaped lecture

• Lecture with slides

• Partially-completed notes/slides

• Instructor-supported reading

• Worked examples

Example Class Components

• Group problem solving

• Paired problem solving

• Peer Instruction

• Clicker Conceptual Questions

• One-minute essays/sketches

• Micro-lectures

• Experiments/project work

Empirical studies indicate that the most critical

learning activities occur in the classroom not online

Intro to Economics(Lage, Platt, & Treglia, 2000)

Developmental Biology (Knight & Wood, 2005)

Calculus-based Physics(Deslauriers, Schelew, & Wieman, 2011)

UIC CHEM232• Workload

–20 pre-lecture videos of 9 hours–31.25 hours of classroom problem solving–12 hours of discussion sections–52 hours of office hours

• Assignments–12 quizzes

–With 92 problems–151 clicker questions–13 textbook chapters…

–with 520 pages of reading–Who knows how many homework problems…

Take the Road Less Travelled! But Bring a GPS…

1. Using existing technology– LMS, LectureCapture, AdobePresenter,

Twitter, Facebook, etc.

2. Offer clear expectations

3. Support collaborative learning

4. Pre-assess online learning

5. Set clear targets for “the flip”

6. Align assessments with approach

mstieff@uic.edu