Science+Resources

Science Resources

**Science** Marc Seigel eases into a flipped format by starting with teacher-led instruction and transitioning into learning that occurs outside of class. As the first semester progresses, he assigns one or two videos per unit as homework. “Many of the early videos (youtube.com/yQP4UJhNn0I) are used more as ‘do now’ activities to spark discussion rather than as instruction,” says the college-prep and honors chemistry teacher at Middletown High School South in New Jersey. “They help students realize that videos can be for learning rather than just for entertainment.” When he started flipping, Seigel didn’t realize how much extra time he’d have in class every day. The activities he previously used were not as effective because they were designed around the idea that he would control the pace. Today, every unit contains a guided-inquiry activity, assessments that involve engaging in a conversation with classmates and the teacher, and critical-thinking questions in labs that require an Internet search to produce more complete answers. “The biggest challenge I face every year is getting the students accustomed to thinking for themselves. Often I hear, ‘Can’t you just tell me what to do?’ or ‘Can’t you just lecture today? I don’t feel like thinking.’ Because students have been trained to work at the pace the teacher sets, it takes time for them to be comfortable learning in an alternative environment.”
 * [[image:http://www.techlearning.com/portals/0/TL_05_13_v7-247.jpg width="364" height="364"]] ||
 * //Thanks to flipping, Siegel’s science students spend quality class time working on labs.// ||

[|Click HERE to watch a video of this best practice in action.]

**Tools He Uses** • Camtasia

• Google Docs

• Lenovo tablet PC

• Moodle

• YouTube