As teachers, we know how important it is for students to practice what they are learning and we are ever aware of the limited class time we have to provide those opportunities. We also know that our students have a full schedule of classes, are involved in extracurricular activities, work after-school jobs and may not have a strong support system and structure at home. That leaves us with the difficult question of “what do we do about homework?”
Lauren Stewart's blog
I was excited for the opportunity but I never thought my science coach would be interested in developing and executing lessons with me. Luckily for me, my experience ended up being nothing like what I expected. You can apply for this experience too. The deadline to apply for Science Coaches for the 2019–2020 school year is September 1, 2019.
This post is the second installment in a series called “SBG Hacks". In this part, I will explain my automated reassessment system.
I am sharing a hack I use in my standards based grading (SBG) classroom to help things run more smoothly.
We all know how fundamental the mole concept is for stoichiometry. This year I brainstormed ways to really make it stick. I decided to do multiple mini-practicums, one for each learning target of the mole unit. I am sharing brief descriptions of the mini-practicums I did for each learning target.
With a Master's degree in geology, I have a deep and abiding love for rocks and minerals. The great thing about geology is, it's all about chemistry! I want to share one of my favorite links between geology and chemistry that my students think is pretty cool too.
For this coming school year, I would like to kick off every unit with a discrepant event, and then bring it back at the end of the unit for students to explain with their new model.
I spent the week learning about the field of chemistry education, being in awe of Notre Dame’s campus and most importantly, geeking out with some of the most amazing chemistry teachers you will ever meet.