Reflection: Routines and Procedures Determining Valence Electrons - Section 3: Notes


Direct instruction can benefit students needing structure.  While it is my personally weakest instructional strategy, many of my students still view the teacher as the only source of knowledge on the subject.  Therefore, I return to it occasionally since our local curriculum is still more content based and content aligned to NGSS than practice aligned.

In my students, I see most of them are verbatim copiers of classroom notes, to the detriment of information presented orally.  Some students modify their notes with highlighting or outlining to organize.  However, most simply copy without any regard for formatting.  Many students do not refer back to, or study their notes, so they take them in order to help process the material on first presentation.

As a result, although I require students to keep a binder, after the first three binder checks, I stop checking them in.  The students who were aided in studying by keeping the binder organized through our early checks will continue to do so at this point as they have developed an intrinsic reason to stay organized. 

Some students will re-organize when they come for study sessions or are completing a test review and can't find the papers I'm asking them to refer back to.  For other students, like myself in high school, the binder is less necessary for success, so I stop penalizing them in the gradebook for not keeping it up to date.


  Routines and Procedures: Notes
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Determining Valence Electrons

Unit 2: Periodic Trends and Bonding
Lesson 5 of 13

Objective: SWBAT recognize patterns in valence electrons in elements as organized in the periodic table.

Big Idea: Elements in the same group share the same number of valence electrons; the number of valence electrons determines their chemical behavior.

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Science, Chemistry, Bohr Model, electrons (Bonding), periodic table, bonding
  50 minutes
valence electrons features
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