I had a tough week. I had a front row seat in which I witnessed someone almost lose their life. I also almost accidently deleted both of my class websites just days before the kids walk in as we are starting a one to one lap top program. Here is the amazing part to all this...I get something that we all get as teachers every year...a second chance.
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This summer I had the opportunity to attend my first Biennial Conference on Chemical Education (BCCE) in Greeley, Colorado. When I first expressed interest in this conference more than one fellow high school educator told me some version of, “Don’t bother with that. It’s a bunch of stuff for college professors, it won’t be of use to you.” Nothing could have been further from the truth. Yes, much of the programming is directed at a higher-education audience, but many of the workshops and symposia have something to offer for precollege educators and there is a very vibrant and continually growing strand of high-school specific programing.
ActiveGrade has been a favorite among practitioners of Standards-Based Assessment. It's intuitive interface and elegant data displays helped teachers, students, and parents have meaningful conversations about student progress and assessment. For as little as $60.00 a year, teachers could tap into this powerful intructional tool.
The August 2016 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: blue bottle reaction revisited; precollege professional development; chemical education research on intermolecular interactions and bonding; integrated courses; activities involving kinetics, enzymes, and gases; nanomaterial & polymer laboratories; organic synthesis; NMR teaching resources; book recommendations for summer reading.
Who inspires you? Do you have a “chem teaching rockstar” whose work fires you up as you enter another school year? Is there an author whose work you consistently turn to for his or her insights into the chemistry classroom? Or maybe memories of a past teacher of yours?
What is the best way for students to visualize compounds? From the traditional physical ball and stick models to the various online simulations the objective for all of these tools is to provide one with a visual for the different structures and patterns. This summer while facilitating a workshop, the participants and I discussed this question and while reviewing various representations we came across MolView.
I display and live a class motto in order to give a framework to the scientific intent of my community of learners. My particular motto is a quote from Freeman Dyson: "Science is an objective struggle between the precision of tools and the ambiguities of nature."
John Hattie is a guy who spent twenty five years doing over 50000 meta analysis studies on about 80 million students and wrote a book called “Visible Learning”. He has also done a number of TED talks. Essentially, he asks the question, “What affects students learning?” and clearly as well as simply defines what an “effect” is. He told the story of a researcher who spent years recording classroom interactions from the perspective of the student and the teacher. The researcher was surprised to learn that about seventy percent of learning was not visible to the teacher. So..even the best teachers with the best data only get about thirty percent of the picture. Next came the book, Visible Learning for Teachers and the website “Visible Learning Plus”.
BCCE 2016 was an amazing couple of days. It is kind of like drinking from a fire hose. Here were some high points that you might find helpful. As one participant was heard saying, "It is kind of like rocket fuel for the school year."
These berries are really miraculous! After chewing a berry, you can bite directly into a lemon wedge, and it will taste like lemonade!