Student Lab Development Rubric
By allowing my students to assess other students' work and then providing them with a Student Lab Development Rubric to evaluate their own work, they learn to design and refine high-quality experimental procedures. The Student Lab Development Rubric is one of the tools I use to help students build the experiments they've created and then display results and lab analyses. When students are the ones dictating how they will conduct their experiments, they invest more fully in the activity and come to realize that science involves constant critical analysis and reiteration. I like to move conversations away from "right" and "wrong" and more towards how we can improve each component of our lab activities. Initially, some students feel uncomfortable identifying that their work isn't up to the high standards of the rubric, but over time most come to realize that this process helps them improve their final products and understand the underlying purpose behind labs.
Learning Targets are specific skill goals that align the work we do each day with the long-term goals my students and I have set at the beginning of the year. This strategy is a part of the larger mastery system in place in my self-paced blended learning classroom. By dissecting large skills into smaller Learning Targets, my students are more effectively able to self-assess their progress towards mastery in each of these skills. By emphasizing assessment for learning and achievement at high levels on specific Learning Targets, we take the focus off of assessment for the sole purpose of grading and gradually replace it with student ownership of their learning.
Sometimes students need a lesson or concept explained to them in a different way than has been done in the video I recorded. For this reason, I try to find other resources for students to use to get unstuck.
Chemistry is a combination of the comprehension of scientific content and the application of mathematics to those concepts. My students have to be prepared to think deeply about difficult concepts the minute they step into my room. Starting the class with a relevant "Catalyst" helps them initiate their own thinking processes in preparation for a productive day in the same way that biological enzymes catalyze chemical reactions. During The Catalyst, I model my thinking process for how to approach a mathematical problem by having my students identify the key steps in the calculation and establish a foundation that students who struggle with math can fall back on when they're confused.