One of our new Two Year College (2YC) lead contributors describes some lessons learned for increasing attendance, participation, engagement, discussion, assessment, and building community in the online classroom.
The 2020 global pandemic of SARS-CoV-2 forced millions of teachers to switch from in-person to online instruction. With minimal training in online teaching, many substandard learning environments were quickly rolled out. In this post, the author describes two metacognitive learning activities that are easy to incorporate into an online learning environment.
The practice and the promulgation of science, its ideas, and knowledge acquired about how the biotic and abiotic world works depend significantly on what words are chosen to communicate scientific ideas, methods, thought, and information. This blog post looks at how a recently published NY Times article on the growing evidence that the SARS-CoV-2 virus can be transmitted via the air can be used in the classroom to promote discussion and challenge students to think about the distinction between data and evidence. If applicable, it could be expanded to also include the difference between opinion and information, if desired.
The process of making beverages from fermented grain is a chemical synthesis slightly newer than human civilization itself. This article descibes the chemistry of the first step- malting the raw mature grain.
Liquid nitrogen is used to visualize the aerosol particles emitted while speaking, coughing, breathing, and sneezing. The ability of various masks to block these droplets was also tested.
The purpose of this variation on the “dragon’s breath” demonstration is to illustrate that face masks can diminish the movement of particles in the air, an important idea in public health.
Metacognition is a learner-focused evaluation of knowledge growth and an essential process for complete and lasting knowledge. Although virtual learning environments pose challenges for facilitating metacognitive activities, student-made videos are effective for increasing metacognition in online chemistry instruction.
Ice core science is truly cross-disciplinary as it draws extensively from chemistry, geophysics, geology, engineering, oceanography, microbiology, statistics, a deep understanding of historical events, atmospheric science, and climate science. And general chemistry topics include solubility, concentration, phase diagrams and changes, and stable isotopes in addition to many others. Let's take a first look at how ice core science can be used in teaching chemistry.
Formative assessment is an important component of teaching as it enables teachers to enhance student learning. The written work that students produce on formative assessment tasks can be used to uncover student thinking and inform the decisions teachers make on how to support individual student learning.
Desmos offers an activity building feature that allows teachers to create and customize activities. The resource is applicable to a variety of science and chemistry topics and useful in whatever learning environment teachers find themselves in next school year.
