Mr. Palermo's Flipped Chemistry Classroom
  • Home
  • Chemistry Units
    • Advice from former students
    • Demonstrations
    • Edpuzzle Videos
    • Course Documents
    • Unit 1: The Nature of Science
    • Unit 2: Intro to Matter
    • Unit 3: Atomics
    • Unit 4: Moles & Stoichiometry
    • Unit 5: Periodic Table
    • Unit 6: Chemical Bonding
    • Midterm Review
    • Unit 7: Heat
    • Unit 8: Gases
    • Unit 9: Solutions
    • Unit 10: Kinetics & Equilibrium
    • Unit 11: Organic Chemistry
    • Quarter 3 Exam Review
    • Unit 12: Acids and Bases
    • Unit 13: Electrochemistry
    • Unit 14: Nuclear Chemistry
    • Regents Chemistry Review
  • Modeling Chemistry Units
    • NYSSLS Sample Unit
    • What is Modeling Instruction
    • Edpuzzle Videos
    • Demonstrations
    • Unit 1: Particles and Measurement
    • Unit 2: Particles in Motion
    • Unit 3: Energy and States of Matter
    • Unit 4: Types of Matter
    • Unit 5: Attractive Forces
    • Unit 6: Subatomic Particles
    • Unit 7: Periodicity
    • Unit 8: Bonding & IMF'S
    • Unit 9: Moles & Stoichiometry
    • Unit 10 Kinetics & Equilibrium
    • Unit 11 Acids and Bases
    • Unit 12 Electrochemistry
    • Unit 13 organic chemistry
  • Virtual Labs
    • Virtual Lab Precision and Significant Figures
    • Virtual Lab: Flame Test & Spectroscopy
    • Inquiry Lab Spectroscopy >
      • Inquiry Flame Test
      • Unknown Flame Test
      • Inquiry Emission Spectrum
      • Unknown Emission Spectrum
    • Virtual Lab: Bonding and Molecular Geometry
    • Virtual Lab Hydrates
    • Virtual Lab: Activity Series
    • Virtual Lab Conductivity
    • Virtual LeChateliers Principle
    • virtual lab: Acid Base Inquiry
    • Virtual Lab: Electrochemical Cells
    • Virtual Lab: Titration
  • Contact
  • Publications
  • Teacher Resources
    • Email for Google Drive Access
    • Access my Edpuzzle Videos
    • Chemical Simulations
    • NYSSLS Facebook Group
    • Sample Flipped NYSSLS Unit
    • Flipping the Classroom
    • Youtube Channel
    • Demonstrations
    • Phenomenon Database
  • About Me

Welcome to The flipped chemistry classroom.   

This site is for teachers who want to learn more about chemical education, the flipped classroom model and to provide resources and support.  In my current Regents/Honors level chemistry class, I utilize the modeling approach to chemistry. The storyline focuses on the development of the model of the atom over time. Each unit follows the sequence of (1) examining phenomena, (2) describing patterns we impose on the phenomena, and (3) building the models to help us explain phenomena. This approach is grounded in the 5E instructional model of learning. Students begin with an exploration/investigation building upon prior knowledge and construct models to explain phenomena. Then we will learn vocabulary, concepts etc. using flipped instructional videos. Students apply their understanding to real world problems.  Frequent low stakes quizzes and mastery quizzes are utilized as formative assessment tools to assess understanding and also function as learning tools for students.  The focus of the flipped instructional videos are not to introduce content as in a traditional flipped classroom but to support learning by introducing vocabulary and provide further explanation of phenomena as students refine their models. 

Click For a Sample Unit

Learn how to use progressions to transform your existing modeling activities to help students construct and use models as a generative tool for predicting and explaining phenomena. https://t.co/w4GUeXVZzB #ChemistrySolutions #ChemChat pic.twitter.com/nAp4S6wnxJ

— AACT (@AACTconnect) May 4, 2018

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 What's Going on in the classroom

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About the flipped classroom
The flipped classroom is not an online course.  It is a way to engage students and make them more active in the learning process.  Students engage/explore phenomena and construct models using prior understanding. Then they watch a short video for homework (click on the video below for an example) to introduce vocabulary and provide further explanation of phenomena as they refine their models..  In the classroom students work collaboratively to apply their understanding to new real-world problems and  are evaluated by the students and teacher to address difficulties and misconceptions.  Students then move on to complete critical thinking questions, discussions, refine their models etc. in a collaborative format to further their understanding of the topic.  The class is completely student-centered as the teacher becomes the facilitator helping student gain new knowledge.  
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Why teach using flipped instruction?
Students work in teams of 3 or 4 to apply scientific concepts to practice problems focusing on a central phenomena.  Students are encouraged to help each other with the problems and utilize the teacher as a "coach" to guide them.  Research shows that student retention is increased dramatically through practice, frequent low-stakes assessments and student to student teaching/discourse.  
Sample NYSSLS Unit
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Creative Commons License
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