Having presented on the topic several times over the summer, I am sharing strategies for helping support diverse learners. As we teachers prepare to go back to school, I have summarized my presentation into a list of ways to help your classroom be inclusive for all learners.
I facilitate a working group of chemistry teachers in the New York area and we recently created our own activity surrounding the topic of oxidation. The goal of the probe was to force students to think about what the meaning of oxidation is, as well as to allow students to engage in the science and engineering practice of argumentation. This was an introductory lesson to my oxidation and reduction unit prior to students learning the terms oxidation and reduction.
At this point, there doesn’t seem to be a bank of released NGSS assessment items that we can draw from to use in our own classes, especially for traditional Chemistry classes. This means, that we as teachers may need to write some of our own assessment prompts to use in our classes.
My district recently provided a professional development session focused on utilizing three dimensional formative assessments in the classroom. The ideas I learned in the session as well an an activity for students to engage in formative assessment are outlined.
In our freshman Chemistry laboratory course at Nicholls State University, tutorials (with embedded quizzes) are used as pre-lab assignments. The text and graphical information provide a sufficient basis to answer all the questions, but YouTube videos are embedded for students who may need additional help. The tutorials could be easily adapted for flipped instruction in high school and college lecture courses.
I am sharing a hack I use in my standards based grading (SBG) classroom to help things run more smoothly.
A paper that is peer reviewed multiple times garners enormous amounts of feedback to the student that one teacher cannot provide. This site offers a manageable system to do just that without overwhelming the teacher with the task of grading.
We all know how fundamental the mole concept is for stoichiometry. This year I brainstormed ways to really make it stick. I decided to do multiple mini-practicums, one for each learning target of the mole unit. I am sharing brief descriptions of the mini-practicums I did for each learning target.
Answers to common questions about the AP Chemistry Exam format, content, and grading.
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.