Reflection: Shared Expectations Titration Part 2 - Section 3: Mini-lesson and Guided Practice


Why do I want to diversify the teacher voice in my classroom? There are a few reasons.

First, no one likes to hear the same voice all the time. It is more pleasing to the ear to hear different speakers.

Second, as a white male I am very conscious of the fact that I do not represent the dominant demographic of my school. Most students are female, and most students are not white. For too long science was the domain of the white male, and one of my objectives all year is to put students into leadership positions that show the whole class that science is the domain of everyone who puts in the thought and effort.

Third, I think students sometimes pay better attention to one of their peers than they do the teacher.

Fourth, it gives me the chance to sit back and think about how a student is thinking about the material, and offer help to the whole class from the perspective of an observer.

Finally, I know that a student who articulates how to do a multi-step problem has a better chance of retaining this skill because the student is using a different part of the brain to communicate it than she did to solve the problem in the first place.

For all these reasons, I have been very thankful that I have created a culture where students are comfortable teaching, as well as learning, in my classroom.

  Diversifying the Teacher Voice
  Shared Expectations: Diversifying the Teacher Voice
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Titration Part 2

Unit 7: Acids and Bases
Lesson 10 of 12

Objective: Students will build on their ability to solve titration problems.

Big Idea: The molarity of an unknown acid or a base can be determined using data from a titration.

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  60 minutes
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