ELLs and Science Practices

more research

In a previous blog post, I shared my thoughts about the importance of science teachers (and all teachers, really) supporting their claims about lesson efficacy with evidence.  While this doesn’t always need to be a formal research study, it can often be valuable to publish findings that will be helpful to other science teachers.


Origami Rabbits and Flipped Chemistry Classroom: Use an Origami Tutorial to Teach Students How to Learn from Videos

Origami Rabbit

If videos are the method of choice for my students’ free time learning, then why do they sometimes struggle to hear and make sense of the chemistry content in my short teaching videos? 

Answer: Students need guidance in developing video-viewing skills that foster understanding complex concepts.

Teacher as Researcher

Teacher Researcher

n teaching we regularly change our class structures and routines and we implement new “interventions” in hopes of changing classroom dynamics or reaching more students.  I know that most of the time I make these decisions based upon anecdotal evidence, perhaps after glancing at a handful of exit tickets from my students or based upon how I “felt” the class went.  Recently, though, I’m finding myself a little more hesitant when making a claim about my class.  I require that my students support their claims with evidence, so why wouldn’t I also support mine with evidence? 


Community Outreach


I have been involved in several types of community outreach projects to promote science education and chemistry. One of the best was a biannual event I worked on with teachers from each elementary school in our district and from our middle school. It was a Science Extravaganza.