Since I am unable to attend BCCE this year, I am asking for readers to consider two things to help me out. First, if you are attending BCCE, I hope you will submit a blog post to ChemEd X outlining at least one thing you learned. Second, I hope to find one or more teachers willing to try out Flipgrid and open our classrooms to share what we are teaching/learning.
I attended a presentation that provided a couple of great ideas for improving on traditional worksheets and bell ringers by using Google Slides.
Imagine if you could start all over with a brand new classroom! What would you want or do in your dream room?
Titrating this year for me has an added complication. The complication is that half of the science department has to be completely packed up and out of our rooms, including chemicals and equipment, before school ends. Half of the department is going to be completely remodeled (my half of course). Teaching must still go on in the middle of the madness.
I have blogged about Argument Driven Inquiry (ADI) previously. It has been a popular topic on ChemEd X lately. During my limited experience, I have found the process to be a bit drawn out but extremely helpful and beneficial. The time spent has been well worth it.
A discussion of how students solve stoichiometry problems.
Having had positive experience using Argument Driven Inquiry (ADI), I decided to try and adapt a specific heat lab to the ADI process.
I first learned about argument driven inquiry through a post written by Ben Meacham. I was interested in both the stoichiometry lab and the way that it was presented to the students through Argument Driven Inquiry. This lead me to the Argument Driven Inquiry (ADI) website. The website provided many resources.
