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Personalised Learning, Support And Feedback In A Large First Year Chemistry Class

This study explores innovative approaches to teaching CHEM1001 "Fundamentals of Chemistry" at the University of Sydney, aimed at improving engagement and understanding among first-year students. By incorporating online pre-lecture tutorials, mastery quizzes, and guided inquiry worksheets, we create a dynamic learning environment. These strategies not only support diverse learners with limited chemistry backgrounds but also foster active participation through peer interaction and immediate feedback. This comprehensive model transforms the traditional lecture format into an engaging, personalized educational experience to enhance student success and motivation.

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Personalised Learning, Support And Feedback In A Large First Year Chemistry Class

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  1. Personalised Learning, Support And Feedback In A Large First Year Chemistry Class ADAM J. BRIDGEMAN ADRIAN V. GEORGE SCHOOL OF CHEMISTRYUNIVERSITY OF SYDNEY

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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/

  7. HOW?

  8. 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

  9. HOW? Students Lecturer

  10. 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 mini-lectures, feedback and discussion • Instant and constant feedback on level of understanding and misconceptions

  11. GUIDED INQUIRY WORKSHEETS

  12. EVALUATION Fundamentals AJB/AVG Mainstream EJN Mainstream TWS Enhanced learning Clear link with context Aids understanding Enjoy worksheets Enhanced motivation

  13. 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” • “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 something” • “Good at cementing knowledge. Stop you daydreaming. Identify problem areas straight away.” • “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!” Fundamentals AJB/AVG Mainstream EJN Mainstream TWS

  14. CHEM1001 SEMESTER 1 2013 - RESULTS Enrolment Grade distributions number lost

  15. CHEM1001 SEMESTER 1 2013 - RESULTS 2012 2013

  16. 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

  17. 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, SiegbertSchmid, Tim Schmidt and Greg Warr. The post-graduate tutor team that have guided activities during tutorials: Kat Badiola, Manuel Ghezzi, AmandeepKaur, Ed O’Neill, Clara Shen and James Williams.

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