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ed jacobs, dept chemistry & polymer sciencehanelie adendorff, centre for teaching & learning
flipped instruction in a foundation yearchemistry module
extended degree programme (EDP)
university of stellenbosch
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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
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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
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teaching & assessing soft skills (MASS project), K Kechagias (Ed.), 2011
soft skills development (1st iteration)
underpinned by this methodology
• basic/fundamental skillsliteracy, using numbers
• people-related skillscommunication, interpersonal, teamwork, accountability
• conceptual/thinking skillsorganize information, learning-to-learn skills, problem-solving, planning
• personal skillsresponsibility, flexible, time management, attitude, building self-esteem, self-confidence
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accountability
student response
PAGL classroom model (3rd iteration)(flipped classroom PI environment with at-risk students)
dept of chemistry & polymer science
class groups of threemaximum diversity
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stellenbosch university
low-tech tablets(A3 ABS sheets, 2mm ideal)
low-tech clickers(laminated colour cards)
low-tech communication tools
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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 (5th iteration)(under-resourced environment, at-risk students)
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1 2 3 4 5 6 7 8 9 10 1140
50
60
70
80
90
Group 1Group 2Group 3
WebStudies MCQ assessment
Ave
rage
per
cent
age
2012 Chemistry 176
stellenbosch university
PAGL tuition
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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
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