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About one year ago, I heard Gabriela Weaver present the results of a detailed study on the use of the flipped classroom in the majors chemistry course at Purdue. The course had been taught in the traditional format in fall, moving to the flipped format in spring with a different instructor, and the results overall were impressive.
Dr. Scott Reid is chair of the Chemistry Department at Marquette University. This past fall, he advertised a class ahead of time as a flipped class (see image below). Scott writes:
By Rebecca Celik
When Dr. Amanda Brindley, faculty lecturer at the University of California, 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 shared her experience to pass along some of the tips and tricks you’ll need to start flipping your own chemistry course.
About three years ago I started hearing about instructors who videotaped their lectures and posted the videos for students who might have missed class, and I thought this was a fantastic idea! I had no idea how to do it, and truly didn’t want to videotape myself anyway, but I still thought it would be awesome for students to be able to see the lecture outside of class if they missed it or if they simply wanted to watch it again! Then I started hearing more about variations of this theme; the term “flipped classroom” was on my radar.
I've been looking for a new tablet. In the process, I've been reading about how the different systems handle inking, and how well they work with Camtasia. I ran across this post by Stacey Roshan, a high-school math teacher using a flipped-classroom model. I thought some of her ideas were great, and reproduce them here with her permission:
So far, I've taught three classes in a flipped format: I did a partial flip with my organic class, a full flip with an intro-chem class, and a prelab-flip for an organic lab. I've found a few things which work extraordinarily well, but also a few things which really don't. Today I'd like to share a couple of things which did NOT work well for me - I hope this will be helpful for some who are getting started down this path.
It's a beautiful October afternoon here in Kentucky, and I'm enjoying some much needed down time on the back porch. Best wishes for a restful weekend to everyone, as we get ready for the back half of the semester.
This year I decided to try out Facebook as an additional course management tool for my flipped biochemistry course. Now I will caveat this by saying I was hoping to seem somewhat "cool and trendy" to my students while utilizing an online tool that is live, user friendly and can be accessed from any device. However; I'm pretty sure if professors, such as I, are utilizing Facebook for the classroom, then it’s probably no longer "trendy", but o well, it is still darn useful and the students are using it. (I considered Tumbler or Instagram...