flipped for the sciences: course design
DESCRIPTION
On November 13, 2013, seminar leaders Maha Zewail Foote and Steven Neshyba presented Flipped for the Sciences, in which they shared why they became interested in “flipping” a classroom and introduced the “flipped” techniques they are using to engage students in the sciences. In this follow-up seminar, they offer some practical guidelines on what aspects of your course to flip, and how to flip them. They’ll share strategies for sequencing topics, identifying learning objectives, and motivating students in ways that maximize the benefit of the flipped format. They’ll talk about designing student-centered approaches, such as just-in-time development, that promote serendipitous learning. They’ll also talk about pedagogical experiments that didn’t work out as well as they had hoped. Whether you have already flipped a classroom, experimented with flipped techniques, or are uncertain about whether flipping is suitable for your courses, join the seminar leaders and other colleagues from the NITLE Network who are examining the value of this approach.TRANSCRIPT
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Flipped for the Sciences: Course Design
Dr. Maha Zewail-Foote, Southwestern University
Dr. Steven Neshyba, University of Puget Sound
LiF P9 3 15
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How it’s done in our classesBefore
classDuring
classAfter class
Completing, reflecting , and preparing materials to be submitted
Grappling with complex problems, collaborative hands-on work, clickers
Videos can be recorded lectures or narrated slides
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Step 1: What to flip?Select a topic and learning goals
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Step 2: Choose your toolsChoose the technology
Posting videos or other materialOn-line quizzesElectronically submit answers
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Step 3: What to do in the classroom?
Can still lectureActive-learning activities
◦Worksheets◦Clicker questions
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Example: Colligative propertiesStep 1 : Learning goals
◦Explain how the amount of solute added alters the vapor pressure, boiling point and freezing point
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Example: Colligative propertiesStep 2: Tools
◦Create video◦On-line quiz
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Exam: Colligative propertiesStep 3: What to do in the
classroom?◦Worksheet
◦Clicker questions
Describe the effect a solute has on vapor pressure at the molecular level. Modify the picture to demonstrate that change.
Assume you add 1 mol sucrose or 1 mol of NaCl to water. Would the freezing point depression be the same?
Which will have the highest boiling point?a) 0.200 m HOCH2CH2OH b) 0.0750 m NaI c) 0.125 m K3PO4 d) 0.200 m Ba(NO3)2 e) 0.12 m C2H6O2
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Exam: Colligative propertiesStep 3: What to do in the
classroom?◦Worksheet
Adapted from Chemistry, The Central Science, 10th editionTheodore L. Brown; H. Eugene LeMay, Jr.; and Bruce E. Bursten
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Example: Decay kineticsStep 1 : Learning goals
◦Gain insight into connections between kinetics-related concepts: k, t1/2, and integrated rate laws
◦Grow accustomed to the idea of theoretical modeling of experimental data
◦Develop expertise in using a spreadsheet
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Example: Decay kineticsConventional approach: Students look at graphs, decide whether a reaction is 1st or 2nd order based on whether it’s a straight line … doesn’t lead to much intuition about the meaning of k.
From http://textbook.s-anand.net/wp-content/uploads/2011/06/4_4.png
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Example: Decay kineticsFlipped approach: Get students to construct graphs of experimental and modeled concentrations, vary k, and see what happens!
0 100 200 300 400 500 600 7000.00E+00
2.00E-03
4.00E-03
6.00E-03
8.00E-03
1.00E-02
1.20E-02
1st order
Experiment
2nd order
time (sec)
[A]
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Example: Decay kineticsMake a handout
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Decay kineticsMake a voice-over screen capture video
showing how
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Decay kineticsMaybe a blackboard video of the theory
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Decay kineticsAnd ask for some kind of analysis
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Example: Protein structureStep 1 : Learning goals
◦Learn to recognize amide planes within a polypeptide
◦Learn to identify N- and C-termini◦Learn to identify residues within a
polypeptide◦Develop skill in constructing
molecules in SpartanTM (Wavefunction, Inc.)
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Protein structureConventional approach: Students look at images of polypeptides and proteins, try to identify sequence and geometrical relationships.
Jakubowski. BC Online: 2C - Understanding Protein Conformation. at <http://employees.csbsju.edu/hjakubowski/classes/ch331/protstructure/olunderstandconfo.html>
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Protein structureFlipped approach: Get students to build polypeptides (on a computer) from residues, using handouts, lectures, and videos, and manipulate those images to learn about proteins
From http://www.youtube.com/watch?v=LXYunrarRg8
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Lessons LearnedGroup workStudent participationStudent reflectionsIndividualized learningKeep students on point
with taskTimeOur learning curve