From: Al Evans (Al.Evans@cherokee.k12.ga.us)
Date: Fri Feb 21 2003 - 09:06:36 EST
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!
From: Maria Lester [mailto:firstname.lastname@example.org]
Sent: Thursday, February 20, 2003 3:51 PM
Subject: RE: [Channel-talkchemistry] RE: Georgia report
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!
[mailto:email@example.com]On Behalf Of Al Evans
Sent: Wednesday, February 12, 2003 7:55 PM
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!