ed jacobs, dept chemistry & polymer science hanelie adendorff, centre for teaching & learning flipped instruction in a foundation year chemistry module extended degree programme (EDP) university of stellenbosch

stellenbosch university 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

the premise was that underprepared students can be motivated/enticed to accept responsibility for their own learning performance 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

teaching & assessing soft skills (MASS project), K Kechagias (Ed.), 2011 soft skills development (1 st iteration) underpinned by this methodology basic/fundamental skills literacy, using numbers people-related skills communication, interpersonal, teamwork, accountability conceptual/thinking skills organize information, learning-to-learn skills, problem- solving, planning personal skills responsibility, flexible, time management, attitude, building self-esteem, self-confidence

accountability student response PAGL classroom model (3 rd iteration) (flipped classroom PI environment with at-risk students) dept of chemistry & polymer science class groups of three maximum diversity

stellenbosch university low-tech tablets (A3 ABS sheets, 2mm ideal) low-tech clickers (laminated colour cards) low-tech communication tools

Q1Q2 Q3 dept of chemistry & polymer science 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 PAGL tutorial model (5 th iteration) (under-resourced environment, at-risk students)

2012 Chemistry 176 stellenbosch university PAGL tuition

student feedback pushed one to become an ‘expert’ in the question one was designated and as such it was a structured and directed approach to ‘homework’ i am extremely satisfied with the classroom expereince. all the students were engaged during lessons and we gladly participated. it improved my way of thinking and expressing my ideas to other students getting exposed during lessons helped me a lot in such a way that i understood my work a lot better There is a good side to that and also a bad side.It is good because I understand more when my peer explains something to me and I seemed to remember it more coming from my peers than my lectures.The bad side is the tendency to lack of because someone knows it in my group. Peer instruction is more of an active learning and in active learning things seems to stay in your brain but not the subconscious.Quite surprisingly I feel like I can still right a chemistry 176 test right now,because of the peer instruction from last year.it really stimulated my intelligence and it changed my of thinking.It brought me a lot of logic and that showed of to some of my modules last year and this year. you're amongst your peers and in your element. You realise you're not the only one struggling or not understanding a concept. it also helps having someone of your own age group explain something to you because you're on the same level and you feel comfortable with them. it is interesting, you get the opportunity to understand in different views. Your peers become your friends, you bond and it become easy to help one another and me a team work. Your peers understands your thinking skills, if the concept is difficult for you there are going to try to make it simpler for you. dept of chemistry & polymer science