![]() It’s not really a con, but it would have required a little more one-on-one time with kids that wanted to learn it. We created a work-around using Clips that would allow kids to change their audio to captions, but no one needed it this time. The Cons: I’m always aware that some students HATE recording their own voices, even if only the teacher will hear it. I finally got a chance to see what students notice on their own without me pushing them somewhere first. The students enjoyed making the recordings and it didn’t take a a huge amount of time. The Pros: We created some great driving questions that pointed toward the outcomes I wanted in the first place. We had some technical issues, so I had them submit to a Schoology assignment instead. web models of an atom phet lab answers pdf eventually you will totally discover a additional experience and ability by spending more cash yet when web get over 30 o each lab with the. My original intent was to have them share them to a shared Google drive. Nuts and Bolts: We had them open the recordings in Clips and save them that way. They then shared ideas (not recordings) at their lab tables and created a list of driving questions about atomic structure structure before they dove in the rest of the procedure. This year, I asked them to screen record themselves and “think out loud” to let me hear what they noticed and what they thought as things happened on the screen. One of the first instructions is for the students to take a few minutes to “play” and explore, but we have never asked them to formally share their thoughts while exploring. Our chem team has adapted a document to guide students to the content we want. I’ve been teaching chemistry for a while, and we have been big fans of the PhET Build and Atom Simulation as an introduction to atomic structure.
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