Last year, I researched and practiced what I thought to be "flipping the classroom". But, now that I am taking part in a district-wide "High School Blended Learning Pilot", I can say that I was attempting blended learning early in my teaching career. You see, the flipped classroom is really a small subtype of blended learning. So, the goal of this post is to define blended learning and share what my professional development has in store for me during this academic year.
Best Practices in Chemistry Education
The December 2015 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: learning in the laboratory; understanding structure–property relationships; using ACS exams data; inquiry- and problem-based learning; foundation-level instruction; teaching physical chemistry; examining protein structure; interdisciplinary laboratory experiments; from the archives: chemistry and toys.
Educational Opportunities and Challenges
The November 2015 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: materials science; polymer chemistry activities; green chemistry; biochemistry in the laboratory; research on student attitudes and the transition from high school to college chemistry; assessment; computer-based learning and computations; from the archives: chemistry YouTube videos.
Effective Student Engagement
The September 2015 issue of the Journal of Chemical Education is now available online to subscribers. This issue includes articles on flipped classroom; introductory and general chemistry; organic chemistry activities; biochemistry demonstrations and labs; computer-based learning; chemical education research; from the archive: chemistry in context.
Encouraging Meaningful Learning
The July 2015 issue of the Journal of Chemical Education is now available online to subscribers at http://pubs.acs.org/toc/jceda8/92/7. This issue includes articles on summer book recommendations; biochemistry; web-based learning; assessment; organic chemistry; physical chemistry; carbon footprint activities.
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.
Engaging and Sustaining Students' Interest in Chemistry
The November 2014 issue of the Journal of Chemical Education is available online to subscribers at http://pubs.acs.org/toc/jceda8/91/11. The November issue content includes content on water chemistry, diversity and women in science, professional development, teaching with technology, electrochemistry, and more.
In my previous post, I shared the general formatting of the videos I create for my IB Chemistry course within which I utilize the flipped model. Within that blog post, I mentioned that I use Google Forms to collect data about the videos, and I'd like to offer some thoughts on this as a tool with many uses.
I want to learn more about the modeling approach to teaching chemistry, but have not yet found the time to attend training. It seems like modeling would be the next logical step after the flipped classroom method of instruction that I have used for the last four years. My goal in using modeling is to continue to move from a teacher centered classroom to an environment wherein students take on true ownership of their own learning. As luck would have it, I met some experienced modelers at a Biennial Conference on Chemical Education 2014 (BCCE 2014) Birds-of-a-Feather lunchtime chat and got to pick the brain of Erica Posthuma-Adams, and others, regarding this instructional approach. Their passion for modeling was clear and their willingness to share effective strategies for building a classroom around modeling was most appreciated.