1. Mike Stieff Associate Professor Department of Chemistry Learning Sciences Research Institute The Flipped Classroom at UIC

2. Why Flip Instruction? Increases engagement Improves team-based skills Allows individualized instruction Focuses instruction on needs Provides more in-class freedom

3. Isn’t Lecture Good Enough? (Freeman et al., 2014)

4. Isn’t Lecture Good Enough? Student viewpoints

5. What Is Flipped Instruction? “rotation-model implementation in which within a given course or subject (e.g., math), students rotate on a fixed schedule between face-to-face teacher- guided practice (or projects) on campus during the standard school day and online delivery of content and instruction of the same subject from a remote location (often home) after school. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night” (Staker & Horn, 2012, p. 10)Staker & Horn, 2012, p. 10

9. Student completes online material (e.g., video lecture) Student completes online material (e.g., video lecture) Student attends course and is placed in small group Instructor poses conceptual questions/challenge problems for groups All students respond via clicker devices Instructor delivers micro-lecture to elaborate/explain Example “Flipped” Structure

10. Example Online Components Videotaped lecture Lecture with slides Partially-completed notes/slides Instructor-supported reading Worked examples

11. Example Class Components Group problem solving Paired problem solving Peer Instruction Clicker Conceptual Questions One-minute essays/sketches Micro-lectures Experiments/project work

12. Empirical studies indicate that the most critical learning activities occur in the classroom not online

13. Intro to Economics (Lage, Platt, & Treglia, 2000)

14. Developmental Biology (Knight & Wood, 2005)

15. Calculus-based Physics (Deslauriers, Schelew, & Wieman, 2011)

16. UIC CHEM232 Workload –20 pre-lecture videos of 9 hours –31.25 hours of classroom problem solving –12 hours of discussion sections –52 hours of office hours Assignments –12 quizzes –With 92 problems –151 clicker questions –13 textbook chapters… –with 520 pages of reading –Who knows how many homework problems…

17. Take the Road Less Travelled! But Bring a GPS… 1.Using existing technology –LMS, LectureCapture, AdobePresenter, Twitter, Facebook, etc. 2.Offer clear expectations 3.Support collaborative learning 4.Pre-assess online learning 5.Set clear targets for “the flip” 6.Align assessments with approach

18. mstieff@uic.edu