Reflection: Student Self-Assessment Revisiting the Mole - Section 5: Application


As an upper level teacher (I teach eleventh grade) I often hear colleagues wonder what teachers and students were doing in previous years. The question stems from frustration when students do not have the skills or knowledge that we would like them to have from previous years. In this lesson, I was reminded of how I have changed my thinking about this question.

I recognize now that the most important thing I can do for a student is meet them where they are. A college professor did that for me once. I was just learning how to write an evidence-based argument in English 101, and it was obvious that I never learned that skill in high school. My professor patiently worked with me to come to an understanding about what was an opinion and what was fact. It was not easy—I argued with him about the distinction, but in the end he was able to teach me how to think rationally, and I am forever grateful.

And so, when many of my students do not know how to multiply a whole number by a fraction, which is the math required to convert grams into moles, I do not shudder. While I wish they had this skill, I realize that the skill’s absence represents an opportunity for me to help move their basic math skills forward. I know that they are behind, but I do what I can to meet them where they are and move their skills forward.

  Meeting Students Where They Are
  Student Self-Assessment: Meeting Students Where They Are
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Revisiting the Mole

Unit 6: Reaction Rates
Lesson 4 of 8

Objective: Students will be able to convert grams to moles and calculate moles using the molarity formula.

Big Idea: Understanding how to use the mole is a key part of understanding stoichiometry and applying it to solutions.

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