Flipped Chemistry was founded to serve chemistry educators who are interested in the flipped classroom approach to teaching. Read more »
Who we are.
Flipped Chemistry Community Blog
For the past year, we've been following the flipped classroom project at Marquette. The study used parallel classes taught by the same instructor, with students self-selecting into the traditional or flipped sections. The results of this study are now available electronically on the JCE site:
This semester, I'm working on pre-lab videos for our organic 1 sequence. I've done a couple of short "how-to" videos in lab using just my phone. I like using Camtasia for video editing, but it accepts a limited number of file types, and I can't embed the quicktime video from my phone directly into Camtasia. I assume others have encountered this challenge as well, and I wanted to share two solutions - one a bit cleaner, and one a bit quicker:
Last (academic) year, I wrote about our controlled comparison of lecture and flipped courses in our non-majors General Chemistry program, which I called the Flipped Classroom Project at Marquette. Our goal was to test the flipped classroom in a large enrollment first year chemistry course. Our approach pushed lecture content outside of the class using short (13 min on avg.) videos, and one 75 min face-to-face discussion was held each week, led by the instructor and TA.
Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering
Cathy Welder at Dartmouth just sent me a link with a brief review:
I thought the Flipped Chemistry crowd might want to know about this book. I'm halfway through a hard copy and LOVE it. Great info on many types of active learning.
The book, entitled, Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. is available for purchase as a hard copy, but also as a free PDF through the National Academy Press website:
I polled the students in my flipped General Chemistry II class to see what they found useful for their studies. At the beginning of the Spring 2015 semester, we made a list of things they could do to help themselves learn chemistry. At the end of the semester I asked them to rate the things that we discussed. Here are some of the results. This post is a follow up to my earlier post The Flipped Classroom: To Video or Not to Video.
Most chemistry classes, including mine, rely heavily on in-class annotations. To do this, instructors need an annotation tool that integrates smoothly with the flow of class. Here is a brief review of several tools I've tried:
Last week, my youngest son started high school, and I was pleased to discover that several of his teachers use a flipped model and/or video components. I was pleased to see his geometry teacher's website, available here. He has all of the lessons for the year mapped out for geometry and for calculus. I wish my materials were as well organized.
It's been fun to watch Joshua working through the video content - He'll pause the video, jot down answers to the assigned questions, resume - I think it's going to be a great year.
The Journal of Chemical Education recently published an article on the use of lightboard setup designed specifically for in-class use: