I am already planning for my trip to Illinois in July to attend ChemEd 2019! Let me tell you why I want to attend.
In my class, I use the illustration of a mountain to help students push through the challenges of chemistry. Stoichiometry is the top of chemistry mountain. As we progress through the year, I say things like “the mountain is getting steep here!” or “there is not a lot of oxygen up here!” or “I will carry you up chemistry mountain if I have to!” to keep students motivated. When students finally get to the top of chemistry mountain (mid quarter 3), the air is thin, they are tired and they are ready to base jump off the mountain (see illustration from a former student below).
I am sharing a list of YouTube videos that I have used with my students. I am interested in finding more. Please share any that you use in the comment section below.
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.
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.
Last year, I researched and practiced what I thought to be "flipping the classroom". But, now that I am taking part in a district-wide "High School Blended Learning Pilot", I can say that I was attempting blended learning early in my teaching career. You see, the flipped classroom is really a small subtype of blended learning. So, the goal of this post is to define blended learning and share what my professional development has in store for me during this academic year.
Late last school year at a staff meeting, teachers were informed that we were going to be coached and encouraged to introduce more vocabulary instruction to
This worksheet asks students to do basic conversions of mass or molecules to moles and vice versa.
I am preparing to teach a "blended" chemistry course this fall and I admit that I am a little nervous. Students will be expected to access some of the course material outside of class. It will be very important that students preview materials and complete assignments.