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Card sorts are a great way to bring powerful retrieval practice into your classroom. You will find several Card Sort Hacks you can use to step up your game! You can even share these digitally to students to cut and complete at home.
Gameful learning isn’t about playing educational games; instead, it’s about creating a highly motivating and engaging learning environment by implementing proven game design elements into a course structure. With gamified learning, students are challenged and motivated to construct knowledge that goes far beyond the basics of an educational game.
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.
ChemEd X will keep a running list of tips and ideas for remote / online instruction as long as COVID-19 keeps schools closed. We hope you will comment below if you have something to share that you don't already see here. Check back as this is a work in progress.
As teachers, we can leverage fruitful discussions about chemical control with students to elicit more about students' initial ideas and ways of reasoning. From asking students to clarify their own thinking, we can identify students’ own productive ideas that we can capitalize on to advance their thinking.
Particulate diagrams are all the rage in chemical education. Learn simple tricks to create your own!
Solutions of copper (II) dissolved in acetone are easy to prepare, and can display orange, yellow, green, and blue color depending upon conditions. Such solutions allow for a variety of demonstrations and experiments that illustrate principles of chemical equilibrium.
In this article, the author describes how he uses student misconceptions that are mentioned in the Chief Reader Report as a guide to help him design and write multiple-choice items for AP Chemistry.
By using a few simple microscale gas chemistry techniques, students can collect and analyze data quickly. These activities are sure to engage your students.
The idea of a “curriculum emphasis” is that how we teach, including the ways that text books are written and how we write assessments, sends hidden messages to students about what the purposes of science are and are not, and what are the roles of teachers and students in learning science, and who should or should not be included in science.