AP Chemistry instructors Paul Price and Michael Farabaugh will share their experience in a 90-minute webinar, Helping Students Show What They Know – An AP Chemistry Review, on Wednesday, March 4th, 2020. They will share how they help students "show what they know" in preparation for the exam in May.
In this article, the author describes how he uses student misconceptions that are mentioned in the Chief Reader Report as a guide to help him design and write multiple-choice items for AP Chemistry.
By using a few simple microscale gas chemistry techniques, students can collect and analyze data quickly. These activities are sure to engage your students.
The idea of a “curriculum emphasis” is that how we teach, including the ways that text books are written and how we write assessments, sends hidden messages to students about what the purposes of science are and are not, and what are the roles of teachers and students in learning science, and who should or should not be included in science.
One of the hurdles that holds teachers back from implementing standards-based grading is the gradebook. Most schools use an electronic learning management system. Some of these platforms have added customizations to support recording learning targets rather than point values. Even with the upgrades, teachers can benefit from some 'hacks' to assist in recording student achievement.
The notion is to increase student engagement and persistence by embedding game design elements in a course or lesson. It seems to work in other industries, but can game elements be successfully applied in educational contexts?
Students’ preconceived notions about concepts may clash with the material that they are expected to learn. This cognitive dissonance creates discomfort for students.
There is a new process to renew your National Board certification coming in 2021.
This unique microscale gas collection technique provides students with reasonably good data in a short period of time. Students have more time to analyze the data and communicate their findings.
Lessons learned from co-teaching with an intervention specialist in ninth grade physical science: Five strategies that work with students of all intellectual abilities.
