Yesterday I posted about Day 1 of the Chemistry Camp I hosted that was sup
high school chemistry
My goal with this summer camp was to expose students to the chemistry of things around us - plants, food, batteries, fuel, etc. Fortunately, by studying plant pigments and photosynthesis, students were able to learn about and utilize common lab techniques.
Oh summertime! My non-teacher friends and neighbors like to point out that it must be great having summers off from work. I try to explain that I’m still working although it’s really nice having a break from the students. And I know that a lot of colleagues in my PLN on Twitter are enjoying their break from students too while still spending some time working on upcoming challenges and curriculum designs.
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.
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.
These tenets set PBL (the big once-per-semester projects) apart from day to day activities and inquiry:
PBL poses an authentic problem with multiple solutions.
PBL requires core subject knowledge to propose solutions to a problem to an authentic audience.
My IB chemistry class is currently working its way through organic chemistry. One of the topics studied is the free-radical mechanism for the halogenation of an alkane.
An advantage to teaching on the trimester schedule allows me the opportunity to teach the same course again roughly twelve weeks later. So after grading my 2nd trimester students’ Chemistry B final exams, I was able to evaluate certain topics that caused my students problems, reflect on my teaching, and then determine how I was going to better prepare my students in the 3rd trimester chemistry B class.
1 class period
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?