..explaining it to somebody else...
My name is Lisa Pluis.
I'm the Director of Science at Gungahlin College,
and I teach chemistry classes.
So in the science faculty I'm one of eight teachers.
And we offer all the main sciences
such as biology, chemistry, physics, general science.
So at the moment I'm employing the flip pedagogy in my classrooms.
And I have decided that I need to be a role model
and show the benefits of it so that other staff -
I do have a very young staff,
most of them are in their first year or their second year -
so that they can actually see the benefits and adopt that pedagogy
if they feel that it would work in their classroom.
To me, with flip pedagogy, it's about giving the students
the lectures or the content or the readings at home for homework,
and then using class time to actually solve the problems.
So what does happen in some classrooms -
and I did this myself at the beginning -
where I would stand in front of the class,
be the font of all knowledge, pass on the information
and then send the students home with worksheets.
And the students at home would be trying to do their worksheets,
they might get stuck on question 2, they might get up to question 10
and then they've got no-one around them to ask for help.
It's still early days.
One of my staff members who's in his second year,
he was the one who actually started it last year in his classes,
and when I saw the benefits, I decided to follow him.
MAN ON COMPUTER: If I substitute 2 into this polynomial,
let's have a look.
LISA: And then I've probably taken a little bit more of a step forward
where what I've also done
is that I have prepared my entire semester's work
and put the entire thing onto our CLC
so that the students can also self-regulate and self-pace.
So I do tell them not to get too far ahead
because sometimes they can skim concepts
rather than truly understand the concept.
However, if they do want to work a little bit ahead,
that they have the ability to do that.
I think it's been worth it.
It enables me in the classroom to spend more time with the students
and actually giving them more of a tutorial style lesson.
STUDENTS: Six.
-This the one? -GIRL: Yes. Thank you.
It also means that when we do practical activities,
we actually now have time in the classroom
to complete the practical activities and have a class discussion
on what the results were, what the results maybe should have been
and any limitations in the practicals.
What was happening before was that I was running out of time
and they would have to answer their discussion questions
and analyse the prac in their own time.
..the oxidation number for each element, each manganate,
and the oxidation number for each element in potassium dioxide.
And I'm pretty sure most of them probably didn't do that
or didn't really know how to do that.
I remember starting out teaching
and sitting at my parents' dining room table
with the Encyclopaedia Britannica and writing out notes
that then I would give to the class who would then write down the notes.
And I think that my role has changed.
I don't need to do that anymore because we've got great technology
and students can actually get the information
probably a lot faster than what I can give the information.
So I see that my role now is as a facilitator.
So I help the students wade through all the information
and actually summarise it and take out the information
that's actually relevant to the concepts that we're studying.