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.
Flipped Mastery is a new model for not only the students, but for me as well - so I went into the year knowing that there needed to be a process for feedback and refinement. I created a monthly survey for students to take, what was working for them and what needed to be improved. The surveys were created on Google Forms and were made accessible on the class website home page. Based on the survey results, I made adjustments to the class structure throughout the year. When students saw their suggestions impacted how the class was run, it made them feel their voices were valued, which helped with the individual buy-in of many students.
Many students fall behind the class pace as the school year progresses, so I build in time to the class schedule for students to catch up. Before or after a break or towards the end of a trimester I won't move the lesson pace forward, giving students the opportunity to get back on pace.
The Demo Discussion is a strategy I use to provide an interesting and memorable in-class demonstration of complex concepts that my students will learn about in class on a given day, using a variety of digital resources. The Demo Discussion is an excellent way to promote student curiosity about scientific phenomena. The "demos" provide access points for my students to witness and wonder about complicated chemical processes that they will eventually explore and understand at a much deeper level. By leveraging additional physical and digital tools, I can facilitate in-depth analysis and support the development of models to explain the science behind the demo. This strategy also allows me to surface my students' questions and interests about the day's Learning Targets (please see the "Learning Targets" strategy video), to which I can refer and make connections throughout our exploration of that content.