This post outlines five simple and effective strategies for teaching English learners in the Chemistry classroom.
Over the course of this summer, we will be publishing a series of blog posts aimed at teachers who are new to teaching chemistry or who are looking to refresh something(s) about their chemistry courses. Each post will feature several teachers' thoughts on how they approach topics in their classrooms, with teacher-facing examples, or artifacts, to support you in your own planning. This post, the first in our (Re)Bootcamp series, will explore instructional models that shape chemistry classrooms. The next post will incorporate smaller aspects from each of these methods, because your course can incorporate pieces of a pedagogical style without committing to adopting any one method for a whole year. Variety is indeed the spice of life, and courses that are diverse in terms of methods have the potential to be more engaging for students. That being said, organization and consistency are also important, so having a thread that weaves through all of your content to help students keep track of their learning is very powerful.
I attended a presentation that provided a couple of great ideas for improving on traditional worksheets and bell ringers by using Google Slides.
I am enrolled in a Modeling Instruction Workshop in Michigan. We have only four days left of the 15 scheduled days. I had planned to blog about the workshop every day, but I found that it was difficult for me to articulate my thoughts quickly enough to post daily.
