curriculum

What is Reasoning?

I attended a professional development session on the NGSS earlier this week by Brett Moulding and Nicole Paulson based on the book they wrote with Rodger Bybee, A Vision and Plan for Science Teaching and Learning. The authors propose the “gathering-reasoning-communicating” (GRC) structure as a simplified way of thinking about the Science and Engineering Practices. Reasoning is the keystone of the GRC structure and the primary thing we want science students to be doing. “Gathering” provides the raw materials for reasoning and “communicating” helps us know that reasoning has taken place.

Tribute to Alex Johnstone

I am sad to relay that Alex Johnstone died just before Christmas at age 89. I have written a short tribute to him because although I never knew him, he helped me make sense of why most of the time we fail, and that when we succeed... it is a triumphal moment!

Literacy Stations in the Chemistry Classroom

I took a tip from the elementary school teachers and created literacy stations to help increase the amount of reading and writing in my classroom. Literacy centers support students by arming them with the tools to utilize when examining text documents, charts, graphs, pictures etc. to take the content and make it comprehensible. Here I will provide examples of literacy centers I utilize in my classroom.

My Research: Unpacking Active Learning

Does flipping the classroom actually enhance students’ learning, above and beyond just incorporating collaborative activities into classroom instruction? John Moore, one of the chemistry professors at my university, the University of Wisconsin - Madison approached me with this question. We ended up conducting a research study on one of his chemistry courses.

Building a Blended Culture in a Secondary Science Classroom

During my first year of teaching (in Indianapolis, IN), I was inspired by some research I had read as well as some other teachers in the Indy area who were flipping their classes. I was at a small parochial school where parental and administrative support for technology inclusion was present. My principal outfitted me with the tools I needed to “flip” my classes and record tutorial videos. Things went pretty well. It was a learning curve for many but I also had good feedback from students and parents.

This post was submitted for the 2017 ChemEd X Call for Contributions: Creating a Classroom Culture.