Personalised Learning, Support And Feedback
In A Large First Year Chemistry Class
ADAM J. BRIDGEMAN
ADRIAN V. GEORGE
SCHOOL OF CHEMISTRY
UNIVERSITY OF SYDNEY
WHY FLIP?
› CHEM1001 “Fundamentals of Chemistry”
- Taken by students with a weak or no background in
Chemistry from high school (~650 in 2014)
- Commonly taken as ‘service’ unit for life and applied science
students
- Linear subject – each topic builds
on understanding of last topic
- Content heavy
- Full of new language and
symbolism
- Ongoing problem with engagement
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WHY FLIP?
› CHEM1001 “Fundamentals of Chemistry”
- Need for students to engage and master each topic
- Need for students to learn by doing and inquiring
- Need to develop and personalise interactions and help
transition of diverse cohort to university
 Reward and
encourage
preparation and
good study habits
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WHY FLIP?
› Making the most of each learning space
- Using the online environment for what it is good at
- Students can watch multiple times
- Computer is a patient and anonymous marker
- Allows use of 3D models and simulations
- Providing (early) data on engagement and issues
- Using the classroom environment for what it is good at
- Access to expert(s)
- Peer learning
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HOW?
› Pre-lecture online tutorials
- 3-5 minute video detailing content/concept
- Lots of examples for students to work
through
- Mastery quiz which can be taken multiple
times
- Allow content to be removed from lecture
- Free up time in class and ensure class is
prepared
- Provide data on engagement
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HOW?
› Online tutorials:
- 1 or 2 per week
- MCQ, short answer, drag and drop from large pool of questions
firstyear.chem.usyd.edu.au/iChem/
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HOW?
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HOW?
› Using the classroom environment for what it is good at
- Active learning
- Staff - student and student – student discussion and
conversation
- Concept development and guided inquiry
- Fun
http://www.itl.usyd.edu.au/programs/newstaff/teaching_advice.htm
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HOW?
Students
Lecturer
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GUIDED INQUIRY WORKSHEETS
› Learning cycle of exploration, concept invention & application
- Students work in a discovery team-based environment
- Maximum length of 2 sides
- Interspersed with minilectures, feedback and
discussion
- Instant and constant
feedback on level of
understanding and
misconceptions
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GUIDED INQUIRY WORKSHEETS
CHEM1001: Worksheet – Lecture 14
Model 1: Shells and sub-shells
The$Bohr$model$of$electron$orbits$(shells)$is$an$over6simplification.$$In$practice$the$shells$are$split$into$
sub6shells,$the$number$of$sub6shells$depending$on$the$size$of$the$shell.$$The$Periodic$Table$reflects$
the$sequential$filling$of$sub6shells$starting$from$the$one$closest$to$the$nucleus.$
Critical thinking questions
1.
Complete$the$table$by$indicating$the$maximum$number$of$electrons$that$can$fit$into$each$sub6
shell$and$shell$
$
s"sub6shell$ p"sub6shell$ d"sub6shell$
Total$number$of$electrons$in$shell$
n&=$1$shell$
$
$
$
$
n&=$2$shell$
$
$
$
$
n&=$3$shell$
$
$
$
$
2.
3.
4.
Which$groups$in$the$Periodic$Table$represent$elements$in$which$an$s6sub6shell$is$being$filled?$$
This$is$the$‘s6block’$of$the$Periodic$Table.$
$
Which$groups$in$the$Periodic$Table$represent$elements$in$which$a$p6sub6shell$is$being$filled?$$
This$is$the$‘p6block’$of$the$Periodic$Table.$
$
Which$groups$in$the$Periodic$Table$represent$elements$in$which$a$d6sub6shell$is$being$filled?$$
This$is$the$‘d6block’$of$the$Periodic$Table.$
Model 2: Electron configurations
We$can$label$the$sub6shells$with$a$number$which$indicates$the$shell$
to$which$it$belongs,$a$letter$indicating$the$sub6shell$and$a$superscript$
indicating$the$number$of$electrons$present.$$So$2p4$indicates$the$
second$shell,$the$p6sub6shell$and$the$presence$of$four$electrons.$$
The$sub6shells$are$filled$from$the$most$stable$first,$along$the$
diagonals$in$the$picture:$$
1s&®$2s$®$2p&$®$3s$®$3p&®$4s&®$3d&®$4p$
Critical thinking questions
1.
Write$the$electron$configurations$of$the$following$atoms:$
$
(a)
B:$
$
$
(b)$ C$
$
$
(c)$
$
(d)$ O$
$
$
(e)$ F$
$
$
(f)$
N$
Ne$
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EVALUATION
Fundamentals AJB/AVG
Mainstream EJN
Mainstream TWS
Enhanced
learning
Clear link
with context
Aids
Enjoy
understanding worksheets
Enhanced
motivation
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EVALUATION
› “Helped to apply things being learned to gain understanding”
› “It draws for more attendance as the lectures are more interesting
and allow us to get involved with what is being learnt than just
listening and
taking notes”
Fundamentals
AJB/AVG
› “Allows learning throughout the lecture instead of blindly copying
notes & not really absorbing anything. Why more motivated to come
to lectures as a result? because I knew I would definitely learn
Mainstream EJN
something”
› “Good at cementing knowledge. Stop you daydreaming. Identify
problem areas straight away.”
Mainstream TWS
› “You would have to be a real f****** idiot if you think it doesn’t help. …
fantastic idea, no sarcasm, even though it may look like it!”
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CHEM1001 SEMESTER 1 2013 - RESULTS
Enrolment
700
Grade distributions
number lost
600
500
400
300
200
100
0
2008
2009
2010
2011
2012
2013
2014
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CHEM1001 SEMESTER 1 2013 - RESULTS
2012
2013
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CONCLUSIONS
› Making the most of each learning space
› Online:
- Delivering bite size content and limitless practice
- Videos plus animations and simulations
- Providing analytics
› In class:
- Time for active learning – from immediate practice to guided
inquiry
- Time for theatrics, stories, demonstrations and personal
interactions
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THANK YOU
› Any questions?
adam.bridgeman@sydney.edu.au
adrian.george@sydney.edu.au
› Acknowledgements:
Colleagues that have been willing to implement this approach
as well as the additional work they have expended to make it a
success: Brendan Kennedy, Elizabeth New, Siegbert Schmid,
Tim Schmidt and Greg Warr.
The post-graduate tutor team that have guided activities during
tutorials: Kat Badiola, Manuel Ghezzi, Amandeep Kaur, Ed
O’Neill, Clara Shen and James Williams.
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