Something has changed.
At first I thought that since I started flipping my chemistry class, the quality of work that I got from my students had improved. Of course it did, because I now expect every student to achieve mastery, not just complete assignments. Anything that did not meet the standard would have to be revised, whether it was a quiz, a lab, or a test. I provided feedback and students revised their work. I allowed my students to check their answers as they go and the work they had to show at the end of the day was already approved as meeting or exceeding the standard.
Initially I thought I would write a blog post about how the quality of my students’ work has improved. But as I looked back to find examples of the same assignment pre-flip and post-flip, I realized that they were very difficult to find. I don’t give the same kinds of assignments anymore. I still ask them to solve some of the same old problems and do some of the same labs, but I have modified them to be much more collaborative, scaffolded differently, or presented in a new and different way that I never had time for before I flipped my class.
Here is an example of a simple modification to increase collaboration in my class. I took a worksheet that an individual student might have done for homework before and split it into two halves so it can be used at a station in my class with the “Rally-Coach” structure from Kagan. Being able to talk about what they’re doing as they solve the problems is much more effective than trying to work it through on their own that students feel much more confident in their abilities and are able to get timely and meaningful feedback – and there’s less grading for me!
 Kagan, S. (1994). Cooperative Learning. San Juan Capistrano, CA: Kagan Cooperative Learning.