In an effort to align an old VSEPR lesson to NGSS, I told my students that we were going to look at the data available from the real molecules on the pHET simulation we were using and specifically look for patterns. Finding patterns is a cross-cutting concept; one of the three dimensions of NGSS.
As many teachers are preparing for the possibility of teaching online next semester, we are revisiting posts from the ChemEd X archives like this one that might be of help. As a teacher, having the freedom to create or edit something within my instruction based on the needs of my students is incredibly important to me. So, when I found out the activities in Pivot Interactives are completely customizable, I was thrilled. (Originally published 12/14/18)
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 at the college level.
The summer is an ideal time for reflection, a time to process and grow as an educator. This summer I was fortunate enough to attend the POGIL® National Meeting at Washington University in Saint Louis as well as assist as one of the facilitators at the Northeast Regional Meeting at Manhattan College. While there are numerous ways to spend your summer vacation, I wanted to share some reasons why POGIL® draws me in time and again.
Learning targets are typically written as “I can” statements. Because our level of understanding is so much different than our students’, it is far too easy to write a target that you think is easily interpretable, while at the same time, remains unclear to your students. This article provides some information that will help teachers write meaningful learning targets.
Erica Jacobsen shares highlights from the June 2018 issue of the Journal of Chemical Education.
In the past five years I have wrestled with the questions, “what is the purpose of a final exam” and “how do I incorporate a final exam into my grading system.” At this point, I have found peace in answers to both of these questions and part of that relies on my students completing an electronic portfolio.
Part of placing value on the process of learning means giving students multiple opportunities to demonstrate understanding. Reassessments are an inevitable part of the process. For many teachers, this presents a logistical problem. To help streamline the entire process, I would like to share a simple strategy that anyone can replicate in a short amount of time.
Now that the 2018 administration of the AP Chemistry Exam is in the books, all of us AP Chemistry teachers now have an opportunity to reflect on the year as we turn our attention toward preparing for the fall.
Recently, my district made a commitment to helping its teachers reflect and rethink their grading and assessment practices. One of the phrases I kept hearing throughout our staff professional development sessions was authentic assessment. I understood (and agreed with) the basic premise—create more opportunities for students to perform tasks that demonstrate meaningful application of essential knowledge and skills. Doing so involves going beyond, or even potentially replacing, traditional summative assessments at the end of each unit.
