General Resources

Intrinsic Motivation for the Chemistry Teacher – Time to Collaborate!

Jessica Mintz | Fri, 08/09/2019 - 10:30

intrinsic-motivation-chemistry-teacher-–-time-collaborate.png

After attending ChemEd at North Central College in Naperville, Illinois, this past summer and meeting such wonderful chemistry teachers from across the country, I began to think about motivation and how important it is in our field to find those intrinsic motivators. With the Next Generation of Science Standards (NGSS) taking hold in most states across the country, I call upon chemistry teachers to collaborate and I challenge you to find what intrinsically motivates you as a chemistry teacher.

Revisiting the Rainbow Safety Alert

Deanna Cullen | Wed, 07/17/2019 - 10:07

revisiting-rainbow-safety-alert.png

The American Chemical Society's Committee on Chemical Safety has reached out once again asking that the larger community share the warning about using the Rainbow Demonstration. They want to spread the word about the dangers of the Rainbow Flame Demonstration so no further injuries occur.

The Big Idea from AACT: Resources and the Power of Sharing

Jenelle Ball | Sun, 03/17/2019 - 14:57

big-idea-aact-resources-and-power-sharing.png

Jenelle Ball, the immediate past chair of AACT, shares some current events and visions related to ACCT. This is the first of what we hope will be a series of informal articles highlighting the benifits of joining AACT.

Improvisation in the Classroom

Stephanie O'Brien | Sat, 01/12/2019 - 17:10

improvisation-classroom.png

I recently attended a workshop at my state conference about improvisation techniques to use in the classroom. As a teacher we are challenged to constantly adapt our pedagogical techniques to meet the needs of our learners, and this workshop provided some new strategies to do just that.

3-Dimensional Assessments and Helping Students Develop the Necessary Skills

Deborah Herrington | Fri, 10/19/2018 - 16:55

3-dimensional-assessments-and-helping-students-develop-necessary-skills.png

Recent efforts have recognized the Framework for K-12 Science Education and the Next Generation Science Standards as the most current research regarding what we know about teaching and learning of science, and have suggested that 3-dimensional (3D) instruction should guide science instruction at not only the K-12 level, but also at the college level.

How does the physical space impact teaching and learning?

Chad Husting | Sat, 09/29/2018 - 13:20

how-does-physical-space-impact-teaching-and-learning.jpg

I teach in a school that was originally designed to be an “open air” school. The school was built with support walls all on the outside of the building. The building, built in the 1970’s, was built with “classrooms without walls”.

Ck-12: A Textbook for Every Child

Chad Husting | Sat, 08/04/2018 - 13:04

ck-12-textbook-every-child.png

Ck-12 is a resource that is attempting to provide a quality textbook or "flexbook" for any student who needs or wants one. Ck-12 began their mission over eleven years ago. Their mission began as a non-profit and non-revenue institution.

Accessing Cited Articles

Deanna Cullen | Sun, 07/22/2018 - 08:39

accessing-cited-articles.jpeg

This page is intended to help readers find access to articles cited within ChemEd X materials.

Summer of POGIL: Reflections and Teaching Tips

Stephanie O'Brien | Tue, 07/17/2018 - 09:35

summer-pogil-reflections-and-teaching-tips.png

The summer is an ideal time for reflection, a time to process and grow as an educator. This summer I was fortunate enough to attend the POGIL® National Meeting at Washington University in Saint Louis as well as assist as one of the facilitators at the Northeast Regional Meeting at Manhattan College. While there are numerous ways to spend your summer vacation, I wanted to share some reasons why POGIL® draws me in time and again.

Developing Learning Targets and Structuring Assessments

Ben Meacham | Mon, 07/09/2018 - 13:06

developing-learning-targets-and-structuring-assessments.png

Learning targets are typically written as “I can” statements. Because our level of understanding is so much different than our students’, it is far too easy to write a target that you think is easily interpretable, while at the same time, remains unclear to your students. This article provides some information that will help teachers write meaningful learning targets.