UNIS Template

Personalised Learning, Support And Feedback In A Large First Year Chemistry ClassADAM J. BRIDGEMANADRIAN V. GEORGESCHOOL OF CHEMISTRYUNIVERSITY OF SYDNEY

WHY FLIP?CHEM1001 Fundamentals of ChemistryTaken by students with a weak or no background in Chemistry from high school (~650 in 2014)Commonly taken as service unit for life and applied science students2

Linear subject each topic builds on understanding of last topicContent heavyFull of new language and symbolismOngoing problem with engagement

WHY FLIP?CHEM1001 Fundamentals of ChemistryNeed for students to engage and master each topicNeed for students to learn by doing and inquiringNeed to develop and personalise interactions and help transition of diverse cohort to university

3Reward and encourage preparation and good study habits

WHY FLIP?Making the most of each learning spaceUsing the online environment for what it is good atStudents can watch multiple timesComputer is a patient and anonymous markerAllows use of 3D models and simulationsProviding (early) data on engagement and issues

Using the classroom environment for what it is good atAccess to expert(s)Peer learning4HOW?Pre-lecture online tutorials3-5 minute video detailing content/conceptLots of examples for students to work throughMastery quiz which can be taken multiple times

Allow content to be removed from lectureFree up time in class and ensure class is preparedProvide data on engagement

5

HOW?Online tutorials:1 or 2 per weekMCQ, short answer, drag and drop from large pool of questions6

firstyear.chem.usyd.edu.au/iChem/HOW?7

HOW?Using the classroom environment for what it is good atActive learningStaff - student and student student discussion and conversationConcept development and guided inquiryFun8

http://www.itl.usyd.edu.au/programs/newstaff/teaching_advice.htmHOW?9

StudentsLecturerGUIDED INQUIRY WORKSHEETS10Learning cycle of exploration, concept invention & applicationStudents work in a discovery team-based environmentMaximum length of 2 sides

Interspersed with mini-lectures, feedback and discussionInstant and constant feedback on level of understanding and misconceptions

GUIDED INQUIRY WORKSHEETS11

12EVALUATIONEnhanced learningFundamentals AJB/AVGMainstream EJNMainstream TWS

Clear link with contextAids understandingEnjoy worksheetsEnhanced motivation13EVALUATIONFundamentals AJB/AVGMainstream EJNMainstream TWSHelped to apply things being learned to gain understandingIt draws for more attendance as the lectures are more interesting and allow us to get involved with what is being learnt than just listening and taking notesAllows learning throughout the lecture instead of blindly copying notes & not really absorbing anything. Why more motivated to come to lectures as a result? because I knew I would definitely learn somethingGood at cementing knowledge. Stop you daydreaming. Identify problem areas straight away.You would have to be a real f****** idiot if you think it doesnt help. fantastic idea, no sarcasm, even though it may look like it!

CHEM1001 SEMESTER 1 2013 - RESULTS14

Grade distributionsEnrolmentnumber lostCHEM1001 SEMESTER 1 2013 - RESULTS15

20122013CONCLUSIONSMaking the most of each learning spaceOnline:Delivering bite size content and limitless practiceVideos plus animations and simulationsProviding analyticsIn class:Time for active learning from immediate practice to guided inquiry Time for theatrics, stories, demonstrations and personal interactions

16THANK YOUAny questions?adam.bridgeman@sydney.edu.auadrian.george@sydney.edu.au 17Acknowledgements:Colleagues that have been willing to implement this approach as well as the additional work they have expended to make it a success: Brendan Kennedy, Elizabeth New, Siegbert Schmid, Tim Schmidt and Greg Warr.The post-graduate tutor team that have guided activities during tutorials: Kat Badiola, Manuel Ghezzi, Amandeep Kaur, Ed ONeill, Clara Shen and James Williams.