There have been numerous educational initiatives that have driven the push for helping students develop deep conceptual understanding. One of the difficulties for educators is assessing whether students have actually made gains in understanding. Ask any teacher to define “conceptual understanding” and their definition may be very different from the next teacher’s definition. The authors of this timely article have taken the definitions of well over a thousand instructors and identified a consensus articulation of what conceptual understanding is. This article will be of interest to any teacher struggling to assess their student’s conceptual understanding of content.
Earlier in the summer, I was shopping around for a standards-based gradebook. As the lone teacher at my school venturing into this unchartered territory, I did what any responsible techie teacher would do. I turned to the twitterverse for suggestions. I quickly identified the two most recommended platforms.
Check out this overview of what a PBL unit has looked like in my classroom. I provide concrete examples and an outline of how I plan a project.
How can our pedagogy broaden ideas of difference within and beyond the classroom to include social, cultural, linguistic, modal, and media differences, among others? Conference organizers welcome proposals that explore ways in which Writing Across the Curriculum can promote a dialogue on difference and inclusivity and encourage representatives of different populations to offer their multiple voices and perspectives on Writing Across the Curriculum today.
Build a propane gun for your students! Construction is inexpensive, easy, and the effects are spectacular.
As school districts across the country approach the implementation of the Next Generation Science Standards, students will be required to develop models to illustrate what occurs at an atomic level as well as apply various mathematical representations in order to explain a science-based concept. However, what opportunities are we providing our students to allow them to explain what they know about a concept? Students should be provided with regular opportunities to develop and explain concepts, which in turn will allow teachers to formatively assess and address misconceptions.
I have a first day routine that I am very proud of. I have used it for 25 years and I think I finally have it down pat. I have spoken to students from 20 years ago at reunions and they tell me that they still remember the first day of chemistry so I think it is pretty good.
A great book for summer reading is "Rust: the longest war".
Cars rusting! Bridges collapsing! Rust, and corrosion in general, is probably the most important topic that is not on most people's radar. This is definitely something people should be paying more attention to.