Transcript Document

ed jacobs, dept chemistry & polymer science
hanelie adendorff, centre for teaching & learning
extended degree programme (EDP)
flipped instruction in a foundation year
chemistry module
university of stellenbosch
traditional method of instruction and tutorials
lectures: passive recitation of text book
content, expert summary &
interpretation of text book, chalk
board worked examples, more
examples, solutions
tutorials: problem sets handed out, demmies to
assist, solutions, memos, class tests
assistance: tutors, mentors, extra tutors
premise: lecturers are responsible and
accountable for student’s learning
performance
stellenbosch university
based on the findings and pioneering work
of others, Chem 176 broke away from
the traditional approach
and flipped its style & methodology to
chemistry instruction
dept of chemistry & polymer science
underpinned by this methodology
soft skills development (1st iteration)
• basic/fundamental skills
literacy, using numbers
• people-related skills
communication, interpersonal, teamwork,
accountability
• conceptual/thinking skills
organize information, learning-to-learn skills, problemsolving, planning
• personal skills
responsibility, flexible, time management, attitude,
building self-esteem, self-confidence
teaching & assessing soft skills (MASS project), K Kechagias (Ed.), 2011
PAGL classroom model (3rd iteration)
(flipped classroom PI environment with at-risk students)
student response
dept of chemistry & polymer science
class groups
of three
accountability
maximum diversity
low-tech communication tools
low-tech clickers
(laminated colour cards)
low-tech tablets
(A3 ABS sheets, 2mm ideal)
stellenbosch university
PAGL tutorial model (5th iteration)
(under-resourced environment, at-risk students)
Q2
Q1
at start of tut complete
questions sets are
handed out, with each
member of the group
being an expert on one
of the question sets
dept of chemistry & polymer science
Q3
2012 Chemistry 176
Average percentage
90
80
PAGL tuition
70
Group 1
60
Group 2
Group 3
50
40
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2
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4
5
6
7
8
9
WebStudies MCQ assessment
stellenbosch university
10
11
student feedback
Peer
instruction
is more
of to
an
it
is
interesting,
you
get
the
There
is
a
good
side
you're
amongst
your
active
learning
and
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active
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understand
in
that
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also
a
side.It
peerslearning
and in your
things
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topeers
stay in
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views.
Your
is
good
because
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element.
You
realise
yourbecome
brain
but
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bond
understand
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am extremely
satisfied
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not
the
only
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subconscious.Quite
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and
it
become
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help
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my
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explains
expereince.
the students were engaged
struggling
orall
not
feelanother
like
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can
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and
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something
to
me
and
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during
lessons and
we gladly participated.
it
understanding
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concept.
chemistry
176to
test
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Your
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seemed
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my exposed
my
ideas
to
other
students
getting
someone
of
your
own
age
pushed
one to become
an
‘expert’
in
instruction
from
last
year.it
really
difficult
for
you
there
goinga way
peers
than
my
during
lessons
helped
me
a lotare
in such
group
explain
something
the stimulated
question
one
was
designated
and
my
intelligence
and
it
to
try
to
make
it
simpler
for
lectures.The
bad
side
is
that
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understood
work
better
toas
you
because
you're
on a lot
it was
amy
structured
and
changed
my
of
thinking.It
brought
you.
the tendency
to lack of
the
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and
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approach
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‘homework’
me a lot
of logic
thatknows
showed
because
someone
feel comfortable
with
of to some
of
my modules last
it
in
my
group.
them.year and this year.
dept of chemistry & polymer science