Storytelling is ubiquitous throughout all human cultures. Why not use storytelling in the chemistry classroom as a way to develop a classroom community of support and friendship? Interested? Cool, read on!
Interested in building a healthy sense of belonging for students in chemistry class and laboratory? In encouraging students to form study groups that lead to friendships post-chemistry class? Try the Study Group Selfie.
Thomas Scott has found a professional learning community of chemistry teachers on TikTok. He shares his experience and how using the app has engaged his students.
When the world stopped back in March, I wrote that no one knew how to teach in a pandemic. Here we are, 8 months later and we are still learning and adapting every day. I know each teacher has their own unqiue set of challenges this year, but I have found some small wins that I’m happy to share.
This blog post describes some strategies, including a tool called Calendly which makes scheduling appointments much easier, which might help increase office hour visitation.
Are you expecting too much or little of your students working from home? Perhaps this blog post will help with setting expectations and evaluating how much time your students should devote to online learning. And hopefully, the suggestions in this blog will help in lowering your stress levels.
As many teachers are preparing to teach online, we are revisiting posts from the ChemEd X archives like this one that might be of help. The original Build a Boat challenge was used to help create a classroom culture of teamwork and growth mindset. The author has updated the Build a Boat activity by providing a modified slide show presentation specifically to help those teaching remotely this fall.
One of our new Two Year College (2YC) lead contributors describes some lessons learned for increasing attendance, participation, engagement, discussion, assessment, and building community in the online classroom.
Students’ preconceived notions about concepts may clash with the material that they are expected to learn. This cognitive dissonance creates discomfort for students.
Lessons learned from co-teaching with an intervention specialist in ninth grade physical science: Five strategies that work with students of all intellectual abilities.
