Mr. Palermo's Flipped Chemistry Classroom
  • Home
  • Parent Page
  • Chemistry Units
    • Google Classroom
    • Course Documents
    • Unit 1: The Nature of Science
    • Unit 2: Intro to Matter
    • Unit 3: Moles & Stoichiometry
    • Unit 4: Atomics
    • Unit 5: Periodic Table
    • Unit 6: Chemical Bonding
    • Midterm Review
    • Unit 7: Heat
    • Unit 8: Gases
    • Unit 9: Solutions
    • Unit 10: Kinetics & Equilibrium
    • Unit 11: Organic Chemistry
    • Quarter 3 Exam Review
    • Unit 12: Acids and Bases
    • Unit 13: Electrochemistry
    • Unit 14: Nuclear Chemistry
    • Regents Chemistry Review
  • Calendar
  • Grades
  • Labs
    • In Class Labs
    • Virtual Labs >
      • Virtual Lab Precision and Significant Figures
      • Virtual Lab Spectroscopy
      • Virtual Lab Hydrates
      • Virtual Lab Activity Series
      • Virtual Lab Conductivity
      • Virtual LeChateliers Principle
      • virtual lab: Acid Base Inquiry
      • Virtual Lab: Electrochemical Cells
      • Virtual Lab: Titration
    • Virtual Inquiry Labs (argument driven) >
      • Virtual Lab Spectroscopy
  • Lab Minutes
  • Contact/About
  • Teacher Resources
    • Email for Teacher Resources/Support
    • Flipping the Classroom
    • LIACTS
    • Technology Corner >
      • Google classroom workflow
    • NGSS Resources
    • Living Environment Regents Review
    • Chem Research Group
    • Teaching Reflections

Model Based Instruction

3/9/2017

0 Comments

 
After a few months on using model based instruction in my class, I am pleased with the progress of my students. They have communicated to me that they have a deeper understanding of the content after they construct their models. They have also noted that they can visualize the models in their head during assessments. What I have seen for some is that building models helps them make sense of what they are learning and lead to a greater occurance of conceptual change. I have also shifted towards a phenomenological based approach to learning to align with NYSLYSS and NGSS. While I have yet to see any significant statistical difference on student outcomes (exam scores) I have seen an improvement on higher order constructed response questions. My thoughts are that until the Regents assessment changes to align with the NYSLYSS framework, the benefit of this type of instruction will not become clear as the current exam assess the outcomes of science not the process of doing science.
0 Comments

Your comment will be posted after it is approved.


Leave a Reply.

    Author

    I currently teach Regents level chemistry to 10th grade students utilizing flipped/blended instruction and the 5E approach to learning.  

    Archives

    October 2017
    March 2017
    January 2017
    August 2016
    February 2016

    Categories

    All

    RSS Feed

      Sign Up for updates

    Subscribe to Newsletter
    Tweets by Mrpchemistry
CONNECT:   
Picture
Picture
WWW.MRPALERMO.COM
Picture
Picture
✕