Embed Size (px)
Citation preview
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
