Reflection: Diverse Entry Points Redox Concept Maps - Section 2: Do Now/Activator


It was clear from student expressions and communications that most students felt comfortable identifying which element was oxidized and which one was reduced using oxidation numbers. However, it was equally clear that some students felt uncomfortable with this skill.

I never let the needs of a few govern the activities of the many. I have had students complain to me that in another class the teacher spends half the class going over the homework when most of the class completely understood the homework. This kind of activity, in which the needs of the student are not assessed and responded to, is unfair.

The way I dealt with this need for differentiation is simple. First, I make a mental note of who needs help. I then communicate to the whole class that I am going to help them after the class as a whole gets some momentum. I then teach today’s lesson. Finally, when everyone has work to do that will move their learning forward, I circle back and spend some time with students who are behind.

However, I should note that if a student is significantly behind then I encourage them to get help after school or during lunch. I do not want to neglect the momentum of the class as a whole; rather, I want to nurture it and keep things moving forward. 

  Differentiation in the Chemistry Classroom
  Diverse Entry Points: Differentiation in the Chemistry Classroom
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Redox Concept Maps

Unit 8: Redox reactions
Lesson 5 of 7

Objective: Students will be able to explain how a redox reaction relates to a voltaic cell.

Big Idea: Voltaic cells generate electricity as the result of a redox reaction.

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