Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Reactions in Chemistry
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Sub Image2:Macro to Micro Structures
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: Maria Lester (alester@chesterfield.k12.va.us)
Date: Fri Feb 21 2003 - 13:43:05 EST

Thanks Al,
Do you have any websites or any tips on how to find these labs?
  -----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!


    -----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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