Implementing the flipped classroom
As with most new blogs, I’ll begin with: “Hello world!” I’m delighted to be a contributor to the new Education in Chemistry blog and I’m looking forward to sharing ideas and hearing back from the chemistry education community
My own interests are based around the use technology in education and school to university transition, so I suppose that’s what I hope to share on this blog. I have a tendency to go on a bit, so I am imposing a restriction to my posts of 600 words, which is about the length of a cup of tea. There’s 97 so far; go on, have that biscuit.
Over the last while I’ve been looking into 'flipped' lectures. The flipped lecture concept is gaining a lot of attention in the last few years, although I would guess that it is still in the early adopter phase. This modern iteration began in a chemistry classroom, where two US chemistry teachers thought about using videos to present some chemistry material in advance of class, and then used the class time to work through problems and difficulties. They wrote a book on the topic, which is an enthusiastic description of their implementation.
Michael Serry shares his thoughts on implementing the flipped classroom and how it has altered his teaching.
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