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.
AACT has organized eight virtual symposia to provide professional development for teachers this summer. These symposia can truly help teachers plan for the next school year and virtually “see” one another to share ideas and concerns.
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.
After making the switch from in-person to virtual chemistry learning in the wake of school closures due to COVID-19, teachers have continued to make adjustments. The author has found a few new strategies and made changes to his course in response to the needs of his students and the nature of online learning.
This book is filled with computer based labs that can be used in a range of classes from high school chemistry to an undergraduate course in physical chemistry. Bentham Science has generously provided free online access to the eBook through June 30, 2020.
No one really knows how to immediately transform an in person class to a distance learning environment. We struggle to provide an equitable education, whatever that looks like, for all our students and make accommodations for differences in learning abilities, home lives, internet access, in addition to mental and physical health.
As COVID-19 spreads rapidly across the globe, life is drastically different. Schools, in particular, have been forced to adapt to the new norm of social distancing, closed facilities, and virtual learning. The author shares how he has structured his new Virtual Chemistry Course.
With millions of teachers and students facing remote-learning because of COVID-19, a global experiment may be a great way to engage students at home.
Flipped classrooms are a popular pedagogical technique, delivering lectures before class so that students can engage in active learning and problem-solving activities during class. Although the response from students and teachers is mostly positive, the approach is not without its challenges. This post outlines some common challenges and how teachers might work through them.
The flipped classroom of today looks vastly different from its initial form. Originally, class time was primarily used to complete homework assignments; however, more effective active learning practices tend to dominate class time in modern applications of the model. Although the flipped classroom has improved over the years, several challenges persist.