An educational reform that has been gaining a large amount of popularity in the last decade is standards-based grading (SBG). The heart of the SBG movement is truly rooted in one very important question, “what do you want your grades mean?” In a traditional points-based system, a student’s grade typically reflects performance on tests and quizzes, ability to turn in homework, participation, and maybe some extra points for bringing in tissues. This system leaves little room for reflection, remediation and growth. It also puts an undue weight on behavior as opposed to learning. In an SBG system, a student’s grade reflects how well he/she has mastered a set of learning targets. This system gives students timely feedback and opportunities to remediate and reassess their knowledge and skills. Behavior is modified outside of the gradebook so grades simply reflect learning.
JCE ChemEd Xchange provides a place for sharing information and opinions. Currently, articles, blogs and reading lists from ChemEd X contributors are listed below. We plan to include other items that the community wishes to share through their contributions to ChemEd X.
I just completed covering "ionic and covalent" bonding with my studenets. I wanted to bridge the gap to intermolecular forces. I found a great lab called "Sticky Water" from Target Inquiry - Grand Valley State.(link is external) Before I continue, I have to provide "full disclosure". I spent three years with the Target Inquiry Program at Miami University Ohio (Project TIMU(link is external)). There is a lab called "Sticky Water" that was written by a teacher in the Grand Valley State program. First, the activity focuses on just water, then ethane, then ethanol.
American Chemical Society (ACS) ChemClubs and ChemMatters have teamed up to offer a chemistry infographic contest for teachers, students, and really, any chemistry aficionado out there who would like to enter. Choose any chemistry topic and communicate it creatively and clearly through an original infographic. A class project or science club activity, perhaps?
Kick Off 2016 with Volume 93
The January 2016 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: examining the flipped classroom; central ideas in chemistry & teaching; chemistry, art, & color; expanding student understanding; improving student communication skills; analytical chemistry & instrumental analysis; experimenting with natural products; undergraduate research experiences; educational resources; from the archive: using nonfiction to teach.
I had a conversation with a college freshman after church last Sunday. She had recently wrapped up her first semester’s courses, which included chemistry. I asked what she thought of the class. What would you predict her response to be? It was, “I’m glad there are people out there like you who like chemistry,” but it wasn’t for her. She had survived it, and it was done.
50 Modeling Workshops in high school and middle school sciences will be offered this summer, in many states. Most workshops are two or three weeks long. CEUs; optional graduate credit, stipends at grant-funded sites. Modeling Instruction is research-informed.
We just finished an introduction into ionic and covalent bonding. Somehow I wanted to try to figure out what they did or did not take away from the experience but because we just finished semester exams, I did not want to do another test or quiz. Instead, I tried a "card sort".
I run an after school STEM club that involves many projects and activities. Students build robots for FIRST Robotics, race RC cars, use 3D printers, and build underwater vehicles. They dissect specimens, and create biodiesel from vegetable oil. So why would I bring this up on the Chemed Xchange? Our science club does chemistry activities, we are an ACS Chem Clubs(link is external), but I think there are many other benefits to this kind of club. Here are a few:
This year our school, through a unique set of circumstances, had final exams before winter break, two weeks of break and then one week left in the semester after break before second semester officially ends. It is a weird situation. We were in the middle of gas laws and now have to pick up where we left off after the kids have not been attending school for two weeks.