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Flipped Classroom: Atomic Structure

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Xinrong Lee

on 31 January 2013

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Transcript of Flipped Classroom: Atomic Structure

Timeline Final
Video Design Planning 0 + - = 9 8 7 1 2 3 4 5 6 c Context of the
Flipped Lesson 1. Introductory video on Atomic Structure Methods of Video Productions 1. Animated doodling Negative Experiences 1. Difficult and time-consuming task
as we had to deal with technical
faults which slowed down our work

2. Task cannot be done
simultaneously, hence it was quite
troublesome. The Crew Flipped Lesson Atomic Structure Sarah Alphonso Ai-Jing

Khyrul Anwar Bin Jamil

Lee Kim Fatt

Lee Xinrong

Yip Li Yu 2. Time-lapse effect 3. Stop motion 2. Spend curriculum time more efficiently * Clear any possible misconceptions
* Discuss concepts at a deeper level
* Conduct additional learning-based activities to enhance learning
* Serves as a pre-requisite to in-class lesson 3. Promote Self-learning * may view the video a few times to ensure understanding
* arouse their curiosity and encourage self-learning through other medium (e.g wikipedia etc) 1. Traditional Powerpoint slides vs animated video 2. Illustrations vs Wordy slides 3. Use real objects to enhance authenticity in video 4. Infuse creativity 1. Create a storyboard with hand drawn pictures on drawing blocks 2. Make the video more engaging
using relevant analogies 3. Include additional animation of the
atom to illustrate characteristics
that cannot be shown with just
pictures Making 1. Scene setting: Brightly-lit room
in NIE 2. Props: White lamps from the
visualiser; tripod;
writing materials 3. Illustrator: Xinrong
Narrator: Sarah
http://www.youtube.com/watch?v=GoELNLrKjN4 Issues Raised Resolved 1. Raised Resolved 2. Raised Resolved 3. Atomic structure is an
abstract topic. Students
find it difficult to relate/
understand at a
microscopic view. Use simple and relevant
analogies and images to
explain concepts.
e.g see-saw, raisins and
earth What should be the locus
of focus within a short
span of 5 minutes. We cross-referenced with
several textbooks to see
what was the key ideas. Then
illustrate them with simple
examples. Matching the narration
(voice recording) to the
animated video. Many parts of the video had
to be sped up, slowed down or
freeze-framed appropriately
to match the narration.
Luckily, the software was
How to
the video? 1. Narration could be
2. Longer pauses after
questions asked
3. Include more relevant
animations and
supplementary videos
4. Better usage of
coloured inks to
emphasize keypoints
5. Provide handouts Bye! The
End Positive
Experiences 1. Collaboration in a group allow us to share ideas and learn from one another.
2. Allow us to infuse creativity in
the teaching of chemistry.
3. Explore the possibilities to
enhance students learning (other
than using Powerpoint)
Full transcript