Overview

In this approach, the class is flipped in order to teach the lessons in a way where students will be more engaged and can have extra help if needed. It is also been shown that teaching with this approach increases student grades.

Before the beginning of the semester, the instructor prepares 2-4 6 minute videos for each class during the semester. The videos cover the easier topics within the course. Students have 2 classes per week and the number of videos per week does not exceed 5.

Before each class, the instructor usually prepares 2 (but anywhere from 1-3) one-sided portfolio (PF) organic chemistry ...

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In this approach, the class is flipped in order to teach the lessons in a way where students will be more engaged and can have extra help if needed. It is also been shown that teaching with this approach increases student grades.

Before the beginning of the semester, the instructor prepares 2-4 6 minute videos for each class during the semester. The videos cover the easier topics within the course. Students have 2 classes per week and the number of videos per week does not exceed 5.

Before each class, the instructor usually prepares 2 (but anywhere from 1-3) one-sided portfolio (PF) organic chemistry activity sheets.

Before each class, students watch 2 to 4 videos.

During class:

During the first 20 minutes of each class, the instructor asks if there are any questions about the videos and writes them down and answers them in an order decided upon by the instructor.

Students are given 15-30 minutes to complete the first PF activity sheet and are given the choice to work in pairs or solo. The instructor circulates and answers any questions students may have.

The instructor gives a theory lesson (in total approximately 20 to 30 minutes) on topics that build on the topic in the videos but are more challenging.

Student are then given 15-30 minutes to complete the second PF activity sheet. The instructor circulates and answers any questions students may have.

At the end of the class, students hand the PF activity sheets in (to the instructor).

The instructor gives a formative assessment of the PF activity sheet. Students get a star if their answer is correct or they get an X or a tip on how to correct it if it is incorrect. The instructor will never give the final answer. The instructors then give back the PF activity sheets to the students.

Students have 5 tests during the semester and have to submit their corrected portfolio activity sheets before each exam.

The instructor marks the portfolios after each submission; each incorrect answer is considered (whether it was an answer not corrected at all based on the formative assessment or whether it was an answer corrected incorrectly). Each submission is worth 1% of their final mark (For total of 5% of their final mark).

At the end of the semester, students have produced a portfolio containing all of their organic chemistry exercises completed throughout the semester.

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Objectives

To complete the objectives of the course with students being able to do working class and being able to ask questions.

Context and requirements

Level Grade 12-U0
Discipline Chemistry
Course Organic Chemistry
Activity Content Any topic in organic chemistry designed into the curriculum
Technological Requirements YouTube
Best Use Practice, Review, Testing, Preparation

Author’s Notes

Benefits

Students are able to be active in class and do their chemistry exercises during free class time. Some of the more challenging topics are covered in class and students are able to do exercises related to the challenging material right after it is taught and get help with more challenging questions if need be.

Challenges

Even though it is clearly stressed that students need to watch the videos before class in order to be able to participate in the chemistry exercises during class, some students still do not do their prep work. Although these students don’t get as much benefit as those who put in work before class, the students still get some benefit because they do the exercises in class.

Tips

SUPPORTING MATERIALS:

VIDEOS:

If you are making a series of videos, make sure to make the videos before the semester starts because the workload is heavy. Keep videos short (6 min). Use an informal tone of voice, speak enthusiastically. Address your students directly to engage them. Use signalization (e.g., subtitles) on screen. Keep videos simple, avoid complex background or music. Provide pause-solve-resume features within videos to have students apply their knowledge immediately.

ACCURACY ON PRE- AND IN-CLASS ACTIVITIES:

See Caroline and Bruno’s paper published on the Organic Chemistry Flipped Classroom for a detailed list of tips: Cormier and Bruno Voisard 2018. Flipped Classroom in Organic Chemistry Has Significant Effect on Student’s Grades. Frontiers in ICT. 4(30): 1-15. DOI: 20doi: 10.3389/fict.2017.00030

Activity Pedagogical Components

Flipped Classroom

Flipped classroom: INDIVIDUALLY, students watch videos OUT OF CLASS (before the lesson). IN CLASS: students ask questions about the videos, students perform a portfolio activity, where they work on organic chemistry problems, followed by two theory lessons taught by the instructor, followed by a second PF activity. The portfolio activity sections are done SOLO or IN A GROUP of 2.

Activity Sheet

INDIVIDUALLY or IN A GROUP, students work on a one-sided portfolio activity sheet containing organic chemistry problems prepared by the instructor. This is done IN CLASS

Portfolio

INDIVIDUALLY, in each class, students complete 2 portfolio activity sheets which are then formatively assessed by the instructor. Students must edit all of their accumulated activity sheets before each test during the semester (there are a total of 5 tests). After each test, their activity sheets are so medically assessed. At the end of the semester, students have produced a portfolio containing all of the organic chemistry activities performed over the semester. This is done IN CLASS and OUT OF CLASS.

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