Accessing Learning Catalytics :

1. Accessing Learning Catalytics: • Visit https://learningcatalytics.com/ • Sign in MasteringChemistry account name (if you don’t have one, please go make one. Detailed instructions http://sites.uci.edu/brindley1ainverted/homework/). • When prompted, type session ID: xxxxxx • Answer the question below: • Where do you think I’m originally from?

2. Welcome to Chem 1A

3. Pop: 647 • Amanda Brindley Ph.D. • On facebook: Amanda Holton • Grew up in Rose City Michigan • Ph.D. from UC Irvine • Biophysical chemistry • Currently: L.P.S.O.E. • Think: “Assistant Teaching Professor” Pop: 12,000 (on campus housing)

4. Life tip for success in college: Learn what people are useful to you for. • What I’m useful for: • How to do chemistry things • What research is like • What industry is like • What grad school in sciences is like • Do you want to be a STEM high school teacher? Come talk to me. • What to do at the ARC • Running Trails • What I’m not useful for: • Registration information • Adding/Dropping classes • The night life of Orange County

5. What is with these videos, and this talk about the 2pm class being different?

6. How to trim a house: • Make a cut list: i.e. measure your walls. • Don’t forget to add the ends on for your external corners. • Use a miter saw to cut 45o angles • Don’t forget safety. • Tack to walls with nail gun at a slight downward angle. • Fill in holes with caulking and paint!

7. How confident are you that you can trim a house now?In other words: would you bet admittance into the graduate school of your choice? How would you really want to go about learning how to do this? Come up with a plan: Write it down: You have two minutes Assume you get 2 hours with a professional to help.

8. Unscientific, non-statistically significant results. Lecture before hand, wait 30 days then do: (attempt before calking and painting) Videos, then practice, then time with expert: (my attempt before calking and painting)

9. “Typical Schedule” • Before class: watch video, do homework assignment. • In class: • If needed: go over homework (based on performance on homework) (3-5 min) (difficulty=easy) • First thing: do short “quiz” (open notes, closed friend). 1 Review question, 1-2 new questions. (3-5 min) (difficulty=easy, did you watch the video level of accountability) • If needed: talk over quiz with friends, or brief overview with me. (3-5 min) • Demo/discussion • Worksheet: Difficulty= medium to difficult to very difficulty. • After class: work on homework assignment • Take exam:

10. Results: My Midterm 1 (scientific and statistically significant): 69.4% 60.7% Inverted Class: Lecture Course:

11. What you have to do • Watch, and pay attention to your videos. • Take notes, you can use your notes on quizzes. • Bring worksheets/slides to class • Try in-class, • even if you aren’t sure. • Try and fail over and over in class so you get it right on the exam!!!! • Talk to each other • if your neighbors won’t talk to you, move to someone who will. Remember, they are likely just shy, unsure, nervous themselves. • Be involved, ask questions.

12. Video Assignments: Purpose is two fold: Mostly: Keep you alert and engaged. Secondly (a very minor part): Lets me know if there is a point of confusion and gives me a gauge of how much to go over.

13. In my class last year, when comparing who did more studying, which section spent more hours studying? • A) Traditional Lecture • B) Flipped Class • C) Same amount of time and same distribution. • D) Same amount of time, but distributed differently.

14. What you don’t have to do • Be able to complete the worksheet completely on your own in class • I just need you to try, I’ll give lots of hints. Treat it like a game, use the videos to learn the rules, in class as the guided tutorial, and homework as your chance to work on your own/with friends. • Spend more time on class than you would in a traditional lecture • In class time cuts homework “flailing” time, replaces time spent on videos. • This won’t be true if you don’t actively participate in class. • My own students have shown this to be true in previous classes.

15. What I would like from you! • Feedback!!!!!! • Learning Catalytics lets you send messages: I’ll write a page on all your questions after class and post on the website and facebook. • Office hours: Let me know what you think! • Extra Credit Video Assignment: Journaling, typed • 0.1% Extra credit: For your five least favorite videos, write what you think would have made them more effective, better ect……. For your five favorite videos write what you liked about them.

16. What I have to do: • Give you every opportunity to learn chemistry • Give you the framework to adequately understand the chemical world. • Lead you to water….in other words, peak your interest, help you want to learn chemistry and either answer questions, or lead you to the correct answer through asking more questions.

17. What I don’t have to do…: • Make you drink…. • force you to participate, • force you to do you homework, • force you to put in the 8-12 outside class hours required to do well in this course. • Academic Dishonesty: Sapling/iclickers. • Give you answers directly- • Often I will answer your question with a series of questions to build you to the answer. • If you want a definition or a worked problem…… • If you want to be guided to an answer………..

18. How much do you remember! • If you learn something in class, and then wait 30 days to study it (about the time till an exam), how much do you remember?

19. Curve of Forgetting Day 2: 50-80% Retention Day 7: <50% Retention Day 30: 2-3% Retention Study a little bit every day and you don’t have to study as much!!!!!! http://sites.uci.edu/brindley1ainverted/lecture-material/

20. Other Admin Notes • Midterm Evaluations: Take them seriously. • Emailing: Don’t (unless personal emergency) • Facebook: Please use. • Office hours: Please come ! (RH 470) • Mastering Chemistry

21. Extra info for you/If there is time (there probably won’t be so review this on your own).

22. Procrastination Continued:http://www.ufunk.net/en/humour/procrastination/ • Longitudinal study of first year students :http://http-server.carleton.ca/~tpychyl/prg/conferences/apa2002/apaslides2002/sld002.htm • Higher stress • Poorer coping strategies, avoidant coping styles (denial, behavioral, mental) • Higher alcohol consumption, recreational drug use and likely hood of being a smoker • Fewer wellness behaviors (healthy eating habits, sleeping) • Greater health problems • “But cramming makes me do better on tests, I don’t care if it kills me, I want an A” • No it doesn’t! • Howell, A. J., Watson, D. C., Powell, R. A., Buro, K. (2006) Academic procrastination: The pattern and correlates of behaviouralpostponement • Tice, D. M., & Baumeister, R. F. (1997) Longitudinal Study of Procrastination, Performance, Stress, and Health: The Costs and Benefits of Dawdling [2]

23. Other tips!Go to this webpage and read/do the things recommended • http://www.fullerton.edu/DSS/new_handbook/sec7/steps.htm