Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Sub Image2:Macro to Micro Structures
         
 
Workshops
1) Atoms and Molecules2) Macro to Micro Structures 3) Energetics and Dynamics 4) Theory and Practice in Chemical Systems 5) Chemical Design 6) The Chemistry of Life 7) Chemistry and the Environment 8) Chemistry at the Interface
 
From: Fiona Rae (FRae@hopkinton.k12.ma.us)
Date: Wed Feb 26 2003 - 12:34:24 EST


I think I can help here. The great Chemistry teacher that I am lucky enough to work with, Valerie Ludwig Lechtanski, has written an inquiry science book of labs called Inquiry-Based Experiments in Chemistry. It is published by Oxford University Press and is in the brand new Science Kits catalogue for $19.95. You can also find it on Amazon.com. I love the fact that sample student write-ups are provided along with common student pitfalls. This might be a great jumping off point for starting inquiry labs.
PS Val only gets 50c per book so I am not trying to "sell" the book for her!
-----Original Message-----
From: Maria Lester [mailto:alester@chesterfield.k12.va.us]
Sent: Friday, February 21, 2003 1:43 PM
To: channel-talkchemistry@learner.org
Subject: RE: [Channel-talkchemistry] RE: Georgia report

Thanks Al,
Do you have any websites or any tips on how to find these labs?
Maria
-----Original Message-----
From: channel-talkchemistry-admin@learner.org [mailto:channel-talkchemistry-admin@learner.org]On Behalf Of Al Evans
Sent: Friday, February 21, 2003 9:07 AM
To: channel-talkchemistry@learner.org
Subject: RE: [Channel-talkchemistry] RE: Georgia report

Thanks for the feedback. I am doing the National Board Certification this spring and it really stresses inquiry learning. I recommend their material if you want to learn more about doing inquiry labs. They are easy to find on the web. I do labs, and they are open ended, but are not inquiry, so I am having to learn some new tricks myself. Good luck with your quest!
 
-----Original Message-----
From: Maria Lester [mailto:alester@chesterfield.k12.va.us]
Sent: Thursday, February 20, 2003 3:51 PM
To: channel-talkchemistry@learner.org
Subject: RE: [Channel-talkchemistry] RE: Georgia report
 
Dear Al,
 
I agree with you. I need to hear more of this type of feedback. I teach in Virginia and I am doing this workshop alone. I did not realize how it would help me remember what teaching was all about. I am in a state that has standardized tests and it seems as though everything is about a 50 question test at the end of the year. I have found myself doing more and more lecture to cover the material (and still not always finishing). It is not rewarding for me or the kids, I am sure. These videos have given me a boost to do the more of the investigative activities. It is tough when they do not prep and are clueless but I need to change what I am doing. I have been teaching for 22 years and the last 5 have been very stressful and challenging. I need to remember how fun it was to have activities where kids go..."Oh YEAH...I get it!" I need to encourage more thining outside the box. I have regimented myself within the box in fear of not covering what I need to. Thanks for encouraging me and listening as well!
 
Maria
-----Original Message-----
From: channel-talkchemistry-admin@learner.org [mailto:channel-talkchemistry-admin@learner.org]On Behalf Of Al Evans
Sent: Wednesday, February 12, 2003 7:55 PM
To: channel-talkchemistry@learner.org
Subject: [Channel-talkchemistry] RE: Georgia report
 
 
 
 
We discussed as much methodology as content tonight, a first. Some had negative reactions to vague leading questions which students struggled with. We thought the question asked by the girl in the mixing of ethanol and water about the possibility of alcohol evaporating was not given enough attention by the teacher. This was great to remember something that had been done previously and to apply it to this new situation and should have been rewarded. Further a great teaching moment was lost when the students could have brainstormed about how to decide whether evaporation was a problem by doing another experiment! For example, mix ethanol and ethanol and see if any disappears. Or weigh the mixture and see if any has gone. We must celebrate independent and creative thought whenever it occurs, whether it is right or wrong, otherwise it will disappear. We liked the reminder that many students are still in the concrete reasoning stage and need specific visible examples like the nuts and bolts illustrating partial ionization. I am hoping some of the group will stop lurking and post clarifications, expansions and/or rebuttals to my report!
 
Al Evans


 
 

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