Recent efforts have recognized the Framework for K-12 Science Education and the Next Generation Science Standards as the most current research regarding what we know about teaching and learning of science, and have suggested that 3-dimensional (3D) instruction should guide science instruction at not only the K-12 level, but also a
After seeing multiple questions and side conversations develop on ChemEdX and Twitter as a result of a previous post, A Simple Tool to Help Make the Retake Process Less Chaotic, (about the development of reassessment request forms) it has been apparent that an o
When I first made the big switch to standards-based grading, I had a hard time reconciling the way I graded throughout the semester and the idea of final exams.
Part of placing value on the process of learning means giving students multiple opportunities to demonstrate understanding. As a result, retakes are an inevitable part of the process. For many teachers, especially those at larger schools, allowing students to retake assessments is not a philosophical problem, but a logistical one.
Based on some interactions here on ChemEd X and Twitter, I have been looking for ways to have students generate more questions, ideas, and investigation methods. Some of this is inspired by Argument Driven Inquiry, while some of it is simply my own quest to move further away from being the sole source of information in the class.
