ed jacobs , dept chemistry & polymer science hanelie adendorff , centre for teaching & learning

1. edjacobs, dept chemistry & polymer science hanelieadendorff, centre for teaching & learning extended degree programme (EDP) flipped instruction in a foundation yearchemistry module university of stellenbosch

2. traditional method of instruction and tutorials lectures: passive recitation of text book content, expert summary & interpretation of text book, chalk board worked examples, more examples, solutions tutorials: problem sets handed out, demmies to assist, solutions, memos, class tests assistance: tutors, mentors, extra tutors premise:lecturers are responsible and accountable for student’s learning performance stellenbosch university

3. based on the findings and pioneering work of others, Chem 176 broke away from the traditional approach the premise was that underprepared students can be motivated/enticed to accept responsibility for their own learning performance and flipped its style & methodology to chemistry instruction dept of chemistry & polymer science

4. underpinned by this methodology soft skills development (1st iteration) • basic/fundamental skillsliteracy, using numbers • people-related skillscommunication, interpersonal, teamwork, accountability • conceptual/thinking skillsorganize information, learning-to-learn skills, problem-solving, planning • personal skillsresponsibility, flexible, time management, attitude, building self-esteem, self-confidence teaching & assessing soft skills (MASS project), K Kechagias (Ed.), 2011

5. PAGL classroom model (3rd iteration)(flipped classroom PI environment with at-risk students) class groups of threemaximum diversity accountability student response dept of chemistry & polymer science

6. low-tech communication tools low-tech clickers(laminated colour cards) low-tech tablets(A3 ABS sheets, 2mm ideal) stellenbosch university

7. PAGL tutorial model (5th iteration)(under-resourced environment, at-risk students) Q2 Q1 Q3 at start of tut complete questions sets are handed out, with each member of the group being an expert on one of the question sets dept of chemistry & polymer science

8. 2012 Chemistry 176 PAGL tuition stellenbosch university

9. student feedback Peer instruction is more of an active learning and in active learning things seems to stay in your brain but not the subconscious.Quite surprisingly I feel like I can still right a chemistry 176 test right now,because of the peer instruction from last year.it really stimulated my intelligence and it changed my of thinking.It brought me a lot of logic and that showed of to some of my modules last year and this year. it is interesting, you get the opportunity to understand in different views. Your peers become your friends, you bond and it become easy to help one another and me a team work. Your peers understands your thinking skills, if the concept is difficult for you there are going to try to make it simpler for you. There is a good side to that and also a bad side.It is good because I understand more when my peer explains something to me and I seemed to remember it more coming from my peers than my lectures.The bad side is the tendency to lack of because someone knows it in my group. you're amongst your peers and in your element. You realise you're not the only one struggling or not understanding a concept. it also helps having someone of your own age group explain something to you because you're on the same level and you feel comfortable with them. i am extremely satisfied with the classroom expereince. all the students were engaged during lessons and we gladly participated. it improved my way of thinking and expressing my ideas to other students getting exposed during lessons helped me a lot in such a way that i understood my work a lot better pushed one to become an ‘expert’ in the question one was designated and as such it was a structured and directed approach to ‘homework’ dept of chemistry & polymer science