[Channel-talkchemistry] Reactions in chemistry workshop #6
After reading "Effective Classroom Strategies" I started giving my students
more "thinking time" after asking a question and calling on a student for a
response. This has help when I was asking higher level type of questions.
I also let other students help and I continue to ask probing questions to
direct the discussion. Asking higher level questions help develop those
critical thinking skills I hope my students leave my class with but without
additional thinking time those questions usually go unanswered. An
effective tool to improve student response and understanding is
collaborative learning. I encourage students to study together outside of
class, I also put them into group in labs, discussion and study groups.
Students teaching students is a very effective way to develop a more
complete concept understanding. They come up with analogies that work for
them. It is important to move from group to group to correct any misuse or
incorrect analogies. Also to discuss the limitations or the over
simplification of those analogies or models. The idea to teach for 12
minutes then let the students discuss the concept is a good idea. It is
important to keep them on task. I think one way to help that is to try a do
a demonstration to reinforce a concept several times during a class period (
class period is 88 minutes for us) These demonstrations can generate a lot
of higher level questions and discussion.
One demonstration I use is the same one Dr. Pierce used to discuss iron in
Total cereal. I use this early in the year when we are talking about
mixtures and matter. Students are surprised when I pull the magnet out of
the cereal slurry and there is elemental iron is attached. It leads to a
good discussion about the use of iron in our body. The difference between
elemental iron and the ion form. Also a discussion of the way Total markets
the amount of iron in their cereal and is that iron in a useful form?
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Received on Tue Nov 9 10:50:26 2004