Flipped class model brings instant success to SA chemistry class

Authored by Jim Langham on Dec 2, 2011

A new teaching model implemented by South Adams High School chemistry teacher Myron Schwartz this year has brought rich dividends to educational results among class members.
Known as a, "flipped classroom," it is based around students working together in groups and in teaching each other. As opposed to a traditional classroom where kids come in and sit down at their desk, listen to the teacher, or have power point presentations followed by a work sheet, "flipped classroom" approach is based on students working together.
"If they have problems, they can ask me a question," said Schwartz. "You look around and see the students helping each other. If one student is ahead, other students will talk to that person and learn.
"It teaches them to be independent, to get collaborative," continued Schwartz. "You see them teach each other. They work together and help each other. The beauty of the flipped classroom is that it allows students to learn in their own way at their own pace. However they work best, they can do it that."
Homework for the class is available by podcast. Schwartz said that he has the material programmed so that they can watch it on their iPods wherever they are.
"The problem in chemistry is that one thing builds on another," said Schwartz. "If you get one thing wrong, the other things that follow will also be wrong.
Students can work through that by working with each other in this method."
"It's a good method of learning," commented junior Maizy Switzer. "At first I was stressed. Mr. Schwartz compared beginning this class to being thrown into the middle of pond. At that point, we have to learn how to swim. That's what we're doing with this class. We're learning to swim in this way of learning."
"We learn by watching the podcast, getting information from a packet and starting to learn at our own pace," noted sophomore Erika Miller. "As long as you study in a way that helps you to learn and you understand what you are doing, that's the most important thing. Mr. Schwartz teaches really well. If you get confused, he teaches in a way that you can learn better. You can learn in a group or as an individual."
"I'm a one-on-one learner," said Sydney Tumbleson. "I like to work with him. I watch him do an example and then I do my own."
Brandy Rogers said that the main thing is getting down the basic steps of information and now the learning module works.
"If you have the basic steps, you can go back and follow the basic process," noted Rogers. "I don’t rely on the podcast so much. I like to look at the textbook and have him explain it to me."
Switzer said that sometimes videos are hard to relate to, depending on what chapter it is.
"Mr. Schwartz knows what podcast we need. He relates to us that way. I like to learn it and get on with it," said Switzer.
The thing that Tumbleson likes about the podcast is that it allows her to work at her own pace. She stressed that she doesn't like to feel rushed. She likes to look at different kinds of viewpoints and consider them.
"I'm a solo learner, but I can work well with groups, if they want to work at my pace," Tumbleson said. "I often kind of have to slow down or ask for help. I don't like to feel like I'm out of control or falling behind. I like things that have structure, like math. This works the same way."
Rogers is excited about students working together to make new podcasts that can be used in next year's class. She said that by doing the research to accumulate the knowledge helps her to understand the subject better.
"The things that we are doing this year will help teach other people," noted Rogers. "We are building our own podcasts."
Schwartz said that the new model actually makes more work for the teacher, because when there are 22 students in the class, there are 22 ways of learning going on at any given point.
Schwartz said that in a recent assessment, he noted that the class is almost six weeks ahead of where it was last year at this point. In addition, the knowledge level is 10 to 15 percent better than it was at the same time last year.
"The knowledge is better and their retention is better," said Schwartz. "There's a lot more work to do this method, as a teacher, but it's worth it when I see the way the students are learning. That's what it's all about."
"You know that's how you're going to learn in college, you learn on your own," observed Switzer. "It's good to start practicing at it now."

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