Modernizing a Chemistry Course

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Modernizing a Chemistry Course by Mind Map: Modernizing a Chemistry Course

1. Basic Structure: A statement that has two possible responses—agree or disagree—is read out loud. Depending on whether they agree or disagree with this statement, students move to one side of the room or the other. From that spot, students take turns defending their positions.

2. Communicative action is a basic necessity of life if we want to live in anything other than a state of constant conflict. It entails two functions – perspective taking (Habermas)

3. 1) Is your vision clear?

4. Strengths

4.1. Engaged Professor

4.2. Recognition of need for change

4.3. Caring EdTech willing to help

4.4. Professor is a master of content

4.5. College community increasingly embracing EdTech

5. Obstacles

5.1. Scheduling

5.2. Facilities

5.3. Outdated slides

5.4. Training

6. Vision

6.1. Ask yourself... Do you have a one? What long-term Change would you like to see as a result of your instruction? SAMPLES

7. Mission

7.1. What is your reason for teaching? Money, success, and the esteem of your peers are certainly byproducts teaching... But WHY are you a teacher?

8. 2) What inspires you? Have your shared that inspiration with your students?

9. 3) What insight can you provide?

10. 4) How can technology help you express your vision of the future?

11. 1) What core values are present in your instruction?

12. WHY: Let's look at the core elements of YOU that inform your teaching style, strategies, and assessments. Let's look at some questions that can help focus those fundamentally internal aspects of your personality outward.

13. 2) What priorities have you set for yourself and for your instruction? How do those priorities impact your lessons, learning activities, and assessments?

14. 3) What is your philosophy of education? Are you building that insight into your instruction in a meaningful way?

15. 4) Are your students better contributors to society as a result of experiencing your instruction?

16. Implementing Online Discussion: Theoretical Underpinnings

17. Disciplinary power is cOncerned we exercise power on ourselves to keep ourselves in line even when there is no direct coercion to do so. (Foucault)

18. Censoring an engagement with the mainstream and only allowing people to engage with alternative traditions or ideologies was the practice of liberating tolerance. If people were offered a smorgasbord of different ideas and traditions their ideological formation would always cause them to view the mainstream as the natural center and the alternative ideas as exotic others. (Marcuse)

19. Considerations: From Theory to Practice

20. Guided Discussion is an Oxymoron– the process can be guided and the general aims (deepening student awareness of the complexity of an issue, introducing more diverse perspectives etc.) can be pursued, but the content cannot be predetermined

21. Counterfeit Discussion– when a discussion appears to be open but in reality is subtly guided by the leader.

22. Avoiding Summaries– discussions should end with questions the session has raised, not definitive summaries of what we have learned.

23. Teacher/Leader Interventionis Crucial– discussion leaders must intervene to structure true, democratic participation. Otherwise a pecking order of contributors will quickly develop & those who hold power outside the discussion will move to dominate the conversation

24. Discussion Works Best AFTER reflection or reading–discussion works best when conducted after the opportunity for silent thought or reading.

25. Discussion is Always Culturally Grounded– discussion formats vary with race, culture, ethnicity, class, gender etc. How it happens represents the identities & positionalities of participants.

26. Critical Incident Questionnaire (CIQ)– the CIQ provides data to help discussion leaders uncover hidden power dynamics and make informed choices.


28. THE CIRCLE OF VOICES: Participants form into a circle of about 5. They are allowed up to three minutes silent time to organize their thoughts. During this time they think about what they want to say on the topic once the circle of voices begins. After this silent period the discussion opens with each person having a period of uninterrupted air time. During the time each person is speaking no one else is allowed to interrupt. :

29. HATFUL OF QUOTES: Prior to a discussion of a text the leader types out sentences or passages from the text onto separate slips of paper. In class she puts these into a hat and asks students to draw one of these slips out of a hat. Students are given a few minutes to think about their quote and then asked to read it out and comment on it. The order of contribution is up to the students. Those who feel more fearful about speaking go last and take more time to think about what they want to say.

30. QUOTES TO AFFIRM AND CHALLENGE: Students form into small groups and each member takes a turn to propose a quote they wish to affirm and the reasons for doing this. The quote does not have to be defended as empirically true. Sometimes a participant will propose a quote because it confirms a point of view she holds. Sometimes she feels the quote states the most important point in the text. At other times the quote is affirmed because it is rhetorically rousing or expressed so lyrically. When everyone in the small group ha

31. CIRCULAR RESPONSE DISCUSSIONS: The process begins with each person in turn taking up to a minute to talk about an issue or question that the group has agreed to discuss. Once the 1st person has spoken, the person to the speaker’s left speaks for up to a minute. Each speaker is not free, however, to say anything she wants. She must incorporate into her remarks some reference to the preceding speaker's message and then use this as a springboard for their own comments. This doesn’t have to be an agreement – it can be an expression of dissent from the previous opinion. The important thing is that the previous person’s comments are the prompt for whatever is being said in circular response.

32. Lesson Plans Ideas:

33. Philosophical Chairs

34. Pinwheel Discussion

35. Basic Structure: Students are divided into 4 groups. Three of these groups are assigned to represent specific points of view. Members of the fourth group are designated as “provocateurs,” tasked with making sure the discussion keeps going and stays challenging. One person from each group (the “speaker”) sits in a desk facing speakers from the other groups, so they form a square in the center of the room. Behind each speaker, the remaining group members are seated: two right behind the speaker, then three behind them, and so on, forming a kind of triangle. From above, this would look like a pinwheel.

36. Socratic Seminar

37. Basic Structure: Students prepare by reading a text or group of texts and writing some higher-order discussion questions about the text. On seminar day, students sit in a circle and an introductory, open-ended question is posed by the teacher or student discussion leader. From there, students continue the conversation, prompting one another to support their claims with textual evidence. There is no particular order to how students speak, but they are encouraged to respectfully share the floor with others. Discussion is meant to happen naturally and students do not need to raise their hands to speak.

38. Affinity Mapping

39. Basic Structure: Give students a broad question or problem that is likely to result in lots of different ideas, such as “What were the impacts of the Great Depresssion?” or “What literary works should every person read?” Have students generate responses by writing ideas on post-it notes (one idea per note) and placing them in no particular arrangement on a wall, whiteboard, or chart paper. Once lots of ideas have been generated, have students begin grouping them into similar categories, then label the categories and discuss why the ideas fit within them, how the categories relate to one another, and so on.

40. Concentric Circles

41. Basic Structure: Students form two circles, one inside circle and one outside circle. Each student on the inside is paired with a student on the outside; they face each other. The teacher poses a question to the whole group and pairs discuss their responses with each other. Then the teacher signals students to rotate: Students on the outside circle move one space to the right so they are standing in front of a new person (or sitting, as they are in the video). Now the teacher poses a new question, and the process is repeated.