Maintaining a Positive Learning and Teaching Culture in a Large Introductory Chemistry Course While Moving From a Lecture Teaching Model to a Blended Learning Model.
Abstract
The Year 1 classroom is a critical place to create an environment where students feel safe and engaged in the learning process. Creating such an environment, particularly in a large class setting, does not happen by accident. While some instructors may be gifted with skills that naturally allow this to occur, engaging in reflective practice can aid any instructor to evaluate and refine their approach to teaching in order to better support learning.
This discussion will offer an examination, based on reflective practice, of certain current best practices for creating and supporting both a positive teaching culture and a positive learning culture in a large Year 1 lecture-based chemistry course. Aspects will include teaching and learning in the full-class session, the online environment, and in opportunities such as tutorials, laboratories, and smaller group or 1-on-1 interactions within the course.
This will include reflecting on the success of creating an instructional team model for steering the course, and working with a central philosophy of “do more of what works and less of what doesn’t”. Some challenges to be faced as the course moves away from traditional “lecture” sessions to a blended learning format include determining how this team model will evolve, and how learning and teaching may best be supported in a flipped classroom model with less face-to-face time.
These challenges, and strategies for supporting learning in the new blended learning format, will be discussed and participant feedback or sharing of experience on any of the above topics will be welcomed!
Maintaining a Positive Learning and Teaching Culture in a Large Introductory Chemistry Course While Moving From a Lecture Teaching Model to a Blended Learning Model.
PAB 150
The Year 1 classroom is a critical place to create an environment where students feel safe and engaged in the learning process. Creating such an environment, particularly in a large class setting, does not happen by accident. While some instructors may be gifted with skills that naturally allow this to occur, engaging in reflective practice can aid any instructor to evaluate and refine their approach to teaching in order to better support learning.
This discussion will offer an examination, based on reflective practice, of certain current best practices for creating and supporting both a positive teaching culture and a positive learning culture in a large Year 1 lecture-based chemistry course. Aspects will include teaching and learning in the full-class session, the online environment, and in opportunities such as tutorials, laboratories, and smaller group or 1-on-1 interactions within the course.
This will include reflecting on the success of creating an instructional team model for steering the course, and working with a central philosophy of “do more of what works and less of what doesn’t”. Some challenges to be faced as the course moves away from traditional “lecture” sessions to a blended learning format include determining how this team model will evolve, and how learning and teaching may best be supported in a flipped classroom model with less face-to-face time.
These challenges, and strategies for supporting learning in the new blended learning format, will be discussed and participant feedback or sharing of experience on any of the above topics will be welcomed!