High School Teacher Opportunity: Summer is the ultimate time to recharge the teaching batteries. Professional development during the summer can be a great chance to stop and reflect. It provides time that does not exist during the school year to develop new and better ideas to help students.
Flipped classrooms are a popular pedagogical technique, delivering lectures before class so that students can engage in active learning and problem-solving activities during class. Although the response from students and teachers is mostly positive, the approach is not without its challenges. This post outlines some common challenges and how teachers might work through them.
The flipped classroom of today looks vastly different from its initial form. Originally, class time was primarily used to complete homework assignments; however, more effective active learning practices tend to dominate class time in modern applications of the model. Although the flipped classroom has improved over the years, several challenges persist.
Many teachers assess engagement with video lectures by inspecting students’ notes at the start of class. However, notetaking doesn’t necessarily prove the comprehension of the material.
Since 2013, I have been creating video tutorials for use in a flipped classroom setting. Over the years, the format of my videos has evolved as I’ve uncovered the best practices in technique.
I am already planning for my trip to Illinois in July to attend ChemEd 2019! Let me tell you why I want to attend.
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)
The September 2018 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: reticular chemistry; laboratory research experience for students; historical perspective; chemistry and the environment; laboratories using color to understand chemistry; electrochemistry laboratories; DIY instrumentation; organic semiconductors; orbitals; computer-based learning and computational chemistry; from the archives: paper chromatography.
Since the birth of YouTube in 2005, many teachers have taken advantage of their ability to support student learning outside of the classroom in ways that were not possible in the past.
Technological Pedagogical Content Knowledge (TPCK) can be the vehicle by which teachers decide if and how a technological application can be incorporated into their classrooms. TPCK more recently coined as TPACK technology, pedagogy and content knowledge incorporates technology into Lee Shulman’s pedagogical content knowledge (PCK) construct. PCK is the means by which a teacher takes his/her content knowledge and transforms it into content knowledge for his/her students.