Active learning has long been hailed as one of the most effective forms of student learning and peer instruction is becoming increasingly popular as the use of personal response devices (or clickers) grows in higher education classrooms. One of the major drawbacks to the implementation of active strategies however, is the perceived lack of classroom time. One way to overcome this perception is the use of a video backbone to supplement classroom instruction. This allows for introductory (or advanced) content delivery to be moved out of the classroom and allows for active learning strategies to build on this content in the classroom.  In this talk we introduce our fully flipped general chemistry I and II classrooms and highlight the use of clickers in a modified form of peer instruction that we are calling clicker class. Specifically, we will focus on the development of our in-class activities and introduce an alternative clicker taxonomy to guide the preparation of more effective clicker questions. In addition, we will discuss how we teach to student errors and misconceptions through the clicker questions and based on class responses. <br/>

Modified, clicker-based peer-Instruction in an active, flipped classroom

255th National Meeting (2018)

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