Like many schools, this year my school went 1:1. Each of our students was issued an 11 inch Chromebook with a webcam. Our upperclassmen have the the older Samsung models with a front-facing webcam and our underclassmen have the new Lenovo N22/23 models with a flippable webcam. I am a “jump in head first” type of person so I decided to go completely paperless this year. Now that I am halfway through the year (and still paperless!), I wanted to share what has been working well for me and where the snags have been.
Lauren Stewart's blog
The purpose of a lab practicum is to assess a student’s understanding of the content by completing a hands-on challenge. These assessments focus more on problem-solving skills than technique.
Like most chemistry teachers, one of the first things I go over in the beginning of the year is unit conversions. Students come into my class with all sorts of prior knowledge concerning unit conversions; some good, some bad and some downright ugly.
If you look at any chemistry textbook, you will see Lewis structures introduced long before electronic and molecular geometries. This makes sense since you need Lewis structures to determine molecular geometry. Unfortunately, research has shown that students often do not recognize that the purpose of drawing Lewis structures is not to create the structure itself but to use it as tool to understand the properties of the molecule (Cooper, Grove, Underwood & Klymkowsky, 2010).
Computer coding has been getting a lot of attention with the Hour of Code movement and President Obama’s recent “Computer Science for All” initiative. Just like it is no longer solely the job of the English teacher to teach language and communication skills, it is no longer solely the job of the computer science teacher to teach programming skills.
Stoichiometry is arguably one of the most difficult concepts for students to grasp in a general chemistry class. Stoichiometry requires students to synthesize their knowledge of moles, balanced equations and proportional reasoning to describe a process that is too small to see. Many times teachers default to an algorithmic approach to solving stoichiometry problems, which may prevent students from gaining a full conceptual understanding of the reaction they are describing.