Why are we "flipping"?
Students learn in a variety of formats and at various speeds. With the amount of content we cover in chemistry, we have limited class time to lend towards practicing skills and deepening understanding. The traditional model doesn’t allow me adequate time to reach each of my students. Learning the content is certainly important, being able to correctly apply this material and think about chemistry at a higher level is essential.
I have been trying some of the lectures in class with the kids and have heard good comments from them. They have the chance to pause, rewind, fast forward, or re-watch each lesson. They are able to get the information at the pace they feel appropriate for themselves. During class I will be able to provide support to practice and discuss concepts I previously have not had time for.
Students learn in a variety of formats and at various speeds. With the amount of content we cover in chemistry, we have limited class time to lend towards practicing skills and deepening understanding. The traditional model doesn’t allow me adequate time to reach each of my students. Learning the content is certainly important, being able to correctly apply this material and think about chemistry at a higher level is essential.
I have been trying some of the lectures in class with the kids and have heard good comments from them. They have the chance to pause, rewind, fast forward, or re-watch each lesson. They are able to get the information at the pace they feel appropriate for themselves. During class I will be able to provide support to practice and discuss concepts I previously have not had time for.
A traditional model for learning generally has students in the classroom to receive a delivery of information, to take notes, and to practice this material before the end of class. Then they are expected to take this information home to reinforce the content and practice the skills.
A “flipped model” switches around this order. At home, students watch video lecture, take notes on the information presented and prepare to discuss any questions that may be asked.
A “flipped model” switches around this order. At home, students watch video lecture, take notes on the information presented and prepare to discuss any questions that may be asked.