As a department we decided to flip the naming ionic compounds portion of the chemistry unit, in science 10. Stereotypically, students come into chemistry 20 weak at naming/developing the chemical formula for ionic compounds. Using this strategy, it provides students with a constant resource they can consult throughout science 10 and into future science courses.
Students watch one video per evening and come to class prepared to answer questions and engage in various activities to enhance their learning and understanding of how to name simple, multivalent and complex ionic compounds.
A fantastic infographic regarding the flipped classroom process can be found here.
Each student was given a handout with a YouTube link and QR code to each video. The videos were also uploaded to Moodle. This gave students multiple ways to access the resource, in addition to making it available to them on a computer or wireless device.
Each day, students came into class and stations were set up to help students become masters of the daily concepts. The stations set up were:
- Help station
- Going Forward (Proficient)
- Reaching the Summit (Mastery)
- Peer learning with whiteboards – students drew formulas or compound names out of a beaker and wrote the alternate on their whiteboard with their partner
- Dice Rolling – students were given dice with various ions written on them. They would roll the dice and write the chemical formula and name for the pair of ions rolled.
After students felt they mastered the concept, students wrote an Assessment For Learning (AFL). In order to move onto the next topic, students must receive a score of 10/10. This process is completely formative and gave students feedback to allow them to succeed on future attempts/summative tasks.