It's been a few days since my summer break began. I have had a few days to decompress, relax, and think about my next post. I have been planning to write about concept mapping since the end of our first semester. I first recognized the effects of concept mapping in the classroom when I read Shannon Bowen's blog post last December.
This past week, as part of our Thermochemistry unit, my students were completing one of my favorite Target Inquiry Labs entitled “ A Very Cool Investigation”. We were using calorimeters, dissolving ammonium nitrate, and my students were recording the change in temp
Previously I wrote about taking part in a district-wide high school blended learning pilot. You can read about it here. I received my Chromebook cart near the end of February/beginning of March. A little late but just in time for the periodicity unit I was planning as a blended unit. The following is a breakdown of how I designed the unit.
While attending a professional development session last year I was introduced to the Talk Science Primer, developed by the Inquiry Project and TERC. Although the research and sample population targeted educators and students grades three through five, I decided to review the material to analyze if it had any value in a chemistry classroom.
Revisiting this post from March 2016 - Lowell Thomson describes a process he uses for providing specific lab report feedback using an online Comment Bank.
Revisiting a post from March 2016 - Lowell Thomson describes a process he uses for providing specific lab report feedback using an online Comment Bank.
As a new semester begins, I am excited again. Starting fresh, introducing new people to the amazing world of chemistry, and putting my newly edited labs to the test! In addition, another instructor is trying my labs.
An educational reform that has been gaining a large amount of popularity in the last decade is standards-based grading (SBG). The heart of the SBG movement is truly rooted in one very important question, “what do you want your grades mean?”
Using a whiteboard or poster paper each group of students creates their interpretation of the model thus far based on a content unit they are given.