Flipped classrooms are a popular pedagogical technique, delivering lectures before class so that students can engage in active learning and problem-solving activities during class.
When I tell people I teach IB Chemistry, I often get the following response, “Is that like AP?” Unfortunately it’s not that simple, so the next few blog posts will explain some key differences.
The flipped classroom originated in Colorado when two Chemistry teachers, Jon Bergmann and Aaron Sams, started recording lectures for students to watch at home. They were driven to increase interaction with students when they seem to need it most, during homework.
One of the presentations I gave this summer was at the Massachusetts Association of Vocational Administrators using my vocabulary sort as a framework to talk about Modeling InstructionTM.
//Tuesday, November 5, 2019•Clarissa Sorensen-Unruh
A couple of days ago on Twitter, the ever-lasting debate between lecture and active learning reignited due to some talks at an Educational Research Conference held in Dublin. These talks stated direct guidance (which includes lecture) was superior in terms of student learning due its reduction of students’ cognitive load.
The flipped-classroom approach to education is undoubtedly popular, with consistent growth in the number of related books, conference sessions, and educator network memberships.1 Although challenges with the approach are reported, the advantages are far more widely claimed.
The second unit in my sequence for AP Chemistry covers the new AP Chemistry Course and Exam Description Learning Objectives associated with atomic structure. I will identify and describe activities I use to teach students some of the Learning Objectives that I tie into this unit consisting of nine class days.
