The flipped classroom has become an increasingly popular method in teaching.  Here, the presenter will describe how the flipped classroom was incorporated in a General Chemistry lecture course with a small class size of about 30 students.  Prior to coming to class, students watch pre-recorded videos, take notes using provided lecture outlines, and answer questions online related to the video.  As they are viewing the video, students have the opportunity to immediately post questions that the instructor uses to guide classroom discussions.  In addition to answering these questions, class time is devoted to problem solving and other face-to-face, interactive learning activities.  The class participates in some of the problem solving through the use of the clicker as a method of further refining discussion.  Students then complete additional problems as homework after class.  Strategies on creating a flipped learning environment using effective technologies will be discussed as well as the key components necessary to introduce a flipped classroom.

Flipping the general chemistry classroom: Lessons learned

247th National Meeting (2014)

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