This blog post may be a bit non-traditional, but in this submission I recall a memory from early in my teaching career when my dad (who was an environmental chemist) visited my classroom. The day remains embedded in my memory bank, and had a profound impact on how I view labs - as an opportunity to extend the learning.
As we pilot new laboratory activities in the classroom, my students and I are in constant dialogue. Not only do they leave feedback at the end of each lesson (what did you learn, what was your favorite part, what was you least favorite part), but we talk throughout the experiment. Recently our discussion was focused on the questions.
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.
One challenge I have is knowing how to evaluate labs properly. In writing my new lab manual, I am setting up rubrics for each lab. The ultimate goal is for this manual to be used by all instructors across the chemistry department at our community college, so they need to have a consistent grading system. Writing these rubrics has been challenging.
What a mole-riffic time we are having here in Kennesaw, Georgia! Some highlights from my time here include:
~ The very appropriate cooling towels (Chill-its) we (ChemEd X) handed out to folks who stopped by our table, ran the Mole Run, or we saw between sessions. Several teachers have been diving in to research how they work. Chemistry in action!