Connect STEM with Social Issues
Students want to feel that the work they are doing is meaningful, and in some way connected to their lives. I motivate my students to invest in my class by using Social Issue Openings to tie the day’s content to current events, social justice issues, or health related chemistry. For example, during our unit on Gas Laws, we talk about how the same principles that help bread rise and make popcorn pop contribute to air pollution and global warming. I’ve found that focusing on issues in science regarding race, class, and gender – subjects my students care deeply about – adds meaning to the work, and frames learning and achieving as part of a larger movement. This year, the conversation has largely revolved around increasing female representation in the STEM career fields, and I hope to continue using real-world examples to drive investment in my class.
Getting high school students to collaborate effectively can be tricky, though certain digital tools do a great job of making teamwork more seamless. Groups in my class keep document their lab activities using video recording, Youtube, and Google Apps for Ed, and compile Wikispaces digital portfolios with their work (see “Lab Documentation” strategy). Before submitting final drafts students engage in a Critical Friends review period where groups present their portfolios and offer critical feedback. First, each group gets Portfolio Preparation planning time where they can revisit the data they’ve collected, make sure all charts, tables, graphs, images, and videos are accurate, and pair them with solid written analyses. Labs are power learning activities, but oftentimes students are too busy trying to “complete work” instead of reflecting on the meaning of their results. Groups exhibit better teamwork when they have time allotted specifically to prepare portfolios, ultimately leading to more polished lab reports and focused class time.
Synthesizing a year's worth of content is difficult for any student, so I always look for innovative new ways to keep my students engaged attempt to conquer all of the learning objectives in chemistry. During the 3 weeks leading up to the final exam, my classroom temporarily turns into a Chemistry Hunger Games war zone where students battle to "kill" off districts - each representing a different unit from the year. Using the chemistryhungergames.com website I designed, my students pour over videos, screencasts, text, images, simulators, and practice problems that prepare them for district assessments. Each student is allowed to take the district assessment as many times as needed to master the district’s content, and I rotate enough questions to make about 5 assessment versions for each district. Point values are assigned according to the proficiency level they achieve on their assessments - all of which are tracked online using a conditionally formatted google sheet to help monitor progress. This gamified twist to the learning process keeps students focused on the ultimate task, mastery of content, while also helping to reinforce that with enough practice and guidance, they have the ability to master anything.
I’ve been interested in the power of checklists ever since I read Atul Gawande’s Checklist Manifesto. His book highlights how simple checklists have revolutionized industries like architecture, aviation, and surgery. When students are regulating their own work pace, I offer them structure in the form of Mastery Checklists that provide guidance around individualized learning paths. Students start each day by looking at data from previous assessments, and adjusting action plans with learning goals for the day. Then they work through their checklists and update their Trello boards with finished work samples. By pairing Mastery Checklists with a visual organization tool like Trello, it’s easy for me to keep my finger on the pulse of each student’s activity, and guide them in the right direction.