I must apologize most profusely for not updating in so long. It seemed like few people were reading the blog and no one was giving feedback so I directed my efforts into face-to-face networking instead. But here is a brief update incase you decided to stop by.
All of my classes are now AFL/SBG guided, centered, driven. Class activities are divided into summative (assessments, knowledge only, no notes or assistance), diagnostic (quizzes) and formative (classwork, practice, homework). Only summative assessments count towards the term grade because only in summative situations is it assured that the student is demonstrating the material on their own. Course topics are divided into standards and every assessment is graded according to those standards. This means a single test might have more than one grade if it covers more than one standard. I do not use points or percentages. Instead I use a GPA like 4-3-2-1 scale where 4=A, 3=B and so on. This relates to the student's level of understanding (4 = advanced, 3 = proficient/sufficient, 2 = basic, 1 = introductory/below basic) instead of how many points they gathered. This also allowed the teacher to make sure assessments are rigorous enough, including DOK 3 level questions as well as the DOK 1 and 2 that often overwhelm tests. This mastery scale also allows students to communicate their own level of understanding to me on quizes or "how ya doin" moments. This system also emphasizes learning as a process and usually a cycilical one at that. This means all assessments have a "retake" opportunity. In the "real world", most tests have "retakes". It usually has a price - the ACT requires a fee, drivers' test requires a fee/more classwork - but after that price is paid, one can retake said assessment and the new score completely replaces the old, for better or for worse. This year I have also included "performance events" as a standard, requiring the students to apply content information to real world ideas and situations. Since this is not an assessment of "recall" or content knowledge, they are allowed a "cheat sheet" of information.
I have been extremely pleased with this method of grading and assessment because it allows me and the students to see strengths and weaknesses within each topic, making their learning more effective in the long run. Grades may be a tad lower but that is simply because they were so inflated before with homework, extra credit and other non-summative events.
I've started trying to vlog my adventures as well as here's the link to my youtube channel with the playlist for my SBG explanations
https://www.youtube.com/playlist?list=PL1DpyJlzGhZbd5f0hMj2DwK-XKDuvVmNj
Feedback in the constructive form is always appreciated and welcomed.
Friday, November 8, 2013
Friday, April 6, 2012
To my fellow bloggers
I make a request to my fellow bloggers and passers-by. Please leave your thoughts on the posts you read. I really welcome feedback, positive and negative. My only request is that you please accompany negative feedback with suggestions for improvement. As my fiance says, "if you're going to be critical, at least be constructive". But that is still largely irrelevant. I wouldn't have been able to come up with any of the ideas I have without the help of my beloved cohorts and team members. I'm sure you have some good thoughts too!
Wednesday, March 14, 2012
Chemistry standards Rubric
This is the rubric form of the chemistry standards I've created thus far, similar to the test rubric seen in the previous post. It effectively takes the standards from the earlier March post and separates them by difficulty level. See the March 14 post on how exactly this rubric will be used to assign course grades.
Daily scoring Rubric
Advanced (4) | Sufficient (3) | Basic (2) | Below Basic (1) | Not There Yet (0) |
· Fully consistent demonstration of knowledge · Fully independent, No conceptual errors, solid understanding of content and application of content · Synthesis of outside knowledge · Use knowledge in problem solving unique situations and justify your answer | · Can apply knowledge · NO AID, Fully Independent · minimal/occasional conceptual mistakes · justify answers | · Some application, rudimentary application of knowledge · Basic comprehension · Inconsistent/minimal aid use · missing/neglecting some important details | · Minimal Knowledge · Something there; Can do something · Substantial aid required; cannot do it independently | · Not enough information to assess · No relevance to content · Fully inaccurate, inaccurate approach. |
Core Course objective and Topic Levels
CCO 1: Research, Experimentation and Data Analysis | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Below Basic (D) | Not There Yet (F) |
· ____ Creation of original steps to scientific method in original context · ____Variable analysis of data · ____Complete lab report with thorough error analysis and commentary on results of experiment compared to expectations · ____Original experimental design | · ____ use of scientific notation and significant figures in other chemical math · ____ Use of steps of scientific method in nonlinear fashion · ____ multi-step metric and imperial conversions · ____ density calculations in application situations · ____ graphical analysis of data · ____ lab report with some error analysis and reference to results | · ____ use of scientific notation and sig figs in basic math · ____ identification of steps of scientific method · ____ single step metric and imperial conversions · ____ basic density calculation · ____ analyze experiments from qualitative perspective | · ____ knowledge of scientific method steps · ____ Completion of content related laboratory work | |
CCO II: Properties and Atomic Structure of Matter (Basics) | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Below Basic (D) | Not There Yet |
· _____Using configurations to describe atomic structure and behavior · ____(HC only)Writing and describing alpha decay, beta decay, electron capture and positron emission equations · ____explanation of Kinetic Molecular Theory in mathematical equations and situations · _____Analysis/Synthesis of atomic behavior in new or unfamiliar situations | · _____Comparing/ contrasting historical and current models of atoms · _____Exceptions to configurations · _____ 2 step wave equations · _____Defense of moral/personal implications of nuclear chemistry · _____Use basic and ideal gas laws in word problems | · _____ Calculating subatomic particles for ions and isotopes · _____ Definitions of models, especially Schrodinger’s model · _____Typical configurations with orbital diagrams · _____1 step wave equations · ____define Kinetic Molecular Theory · _____Use basic and ideal gas laws in “math” format | · _____Calculating subatomic particles for atoms · _____Definitions of some historical models of the atom · ____Basic configurations · _____read basic phase diagram · _____Use basic gas laws in “math” format | |
CCO III: Understand and Interpret Tables and Trends | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Below Basic (D) | Not There Yet |
· _____Apply knowledge of trends to new situations in order to draw conclusions about unfamiliar molecules and atoms · _____Apply knowledge of periodic table information to new situations in order to draw conclusions about unfamiliar molecules and atoms | · _____Apply the atomic radius trend to comparisons, defend atomic characteristics · _____Apply the ionic radius trend to comparisons, defend atomic characteristics · _____Apply the ionization energy trend to comparisons, defend atomic characteristics · _____Apply the electronegativity trend to comparisons, defend atomic characteristics | · _____Define the trend of atomic radius · _____ Define the trend of ionic radius · _____ Define the trend of electronegativity · _____ Define the trend of ionization energy · _____Discuss History of periodic table | · _____Identify sections of periodic table | |
CCO IV: Properties and Principles of Forces of Attraction in Matter | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Below Basic (D) | Not There Yet |
· _____Predict bond type based on electronegativity and periodic table placement · ____Explain student selection of bond type · _____ Determine the polarity of bonds and overall molecule · _____(HC Only) defend derived molecular structure logically and chemically with at least 3 points of evidence | · _____Naming/writing formulas for ionic and covalents · _____ Describe bonds with respects to electrons, strength, and bond distance · _____Describe a molecule using 3D VSEPR geometry, VSEPR abbreviations, and hybridization and defend your description using electronegativity, formal charge, and resonance · _____Create Lewis Dot structures for polyatomics | · _____Naming/writing formulas for ionic or covalents · _____Describe the “organizational chart of matter” · _____ Define Law of Conservation of Matter · _____Define specifics of bond types · _____Create Lewis Dot structures for simple compounds | · _____Create Lewis Dot structures for single atoms and ions | · |
CCO V: Properties and Principles of Reactions | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Below Basic (D) | Not There Yet |
· _____Create balanced chemical equation of all types with phase indicators · _____Write net ionic equation with charges and phase indicators · _____ Complete two step molar conversions in word problem format · _____Complete empirical and molecular formula calculations using percent, grams, liters or particles as start and require “multiplying” · _____Calculate amount of excess reagent left over in solid and gas stoichiometric calculations · _____Integrate ideal and combined gas laws into stoichiometric calculations with gases as products · _____Create detailed error analysis of experiments using percent error/yield calculations · _____(HC Only) Utilization of ICE tables to determine equilibrium and initial concentrations | · _____ Balance all types of chemical equations · _____Create net ionic equation with charges, lacking phase indicators · _____Complete two step molar conversions in “math” format · _____Complete empirical and molecular formula calculations using percent, grams, liters or particles as starting point · _____Complete limiting reagent stoichiometric calculations with solid and gas products · _____Create basic error analysis with percent error/yield · _____(HC Only) Relate Keq, Q calculations to reaction position and motion through Le Chatlier’s | · _____ Correctly predict products in all types of chemical reactions · _____Create basic net ionic equation · _____Complete 1-step molar conversions in “math” format · _____Complete empirical and molecular formula calculations using grams as start · _____Complete basic stoichiometric calculations with only one reactant limited · _____Complete basic percent error/yield calculations without verbal analysis · _____(HC only) Define equilibrium vocabulary · _____(HC Only) Use Keq, Q calculations to determine reaction position | · ____Write chemical formulas in equation setup · ____ Complete mathematical Keq calculations | |
CCO VI: Properties of Solutions | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Below Basic (D) | Not There Yet |
· ____ Solve for the concentration of any ion remaining in a completed solution-based reaction · ____Complete neutralization calculations · ____Defend all decisions theoretically and mathematically · _____Utilize the above in unfamiliar situations and real world applications · _____Defend all decisions utilizing logical perspectives and content related information | · _____Use solubility graph to predict solution behavior · _____Solve colligative equations for any variable · _____Utilize concentration (molarity, molality, percent mass, percent volume) calculations · _____Use the resulting numbers from basic pH/pOH, hydronium and hydroxide calculations to determine alkalinity and acidity. · ____ Solve and explain solution-based stoichiometric equations · ____ ID conjugate acid/base pairs · ____Utilize acid/base in unfamiliar situations | · ____Interpret solubility graph · ____Complete colligative calculations for change in temperature · ____Complete basic stoichiometric calculations in solution context · ____Classifying acids/bases based on concentration calculations and strength · ____Complete basic pH/pOH, hydronium and hydroxide calculations | · ____Define types of solutions/mixtures · ____Define colligative properties-boiling point elevation, freezing point depression, osmostic pressure, vapor pressure reduction · ____ Define acid/base | · |
CCO VII: Science Literacy | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Below Basic (D) | Not There Yet |
· _____ Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. · _____Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information · ______Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. | · _____ Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account · _____ Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. · _____By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently. | · _____ Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. · _____ Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text · _____Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. | · _____ Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. | · |
CCOVIII: Communication | ||||
Advanced (A) | Sufficient (B) | Basic (C) | Below Basic (D) | Not There Yet |
· _____ Field questions regarding processes, experimentation, data collection and analyses utilized in research project · _____Summarize/analyze primary source material or research studies with regard to their validity and plausibility, discussing possible improvements or further questions · _____Provide a thorough written report of content-related lab work and original research o thorough numbered procedure o Details background information on chemicals and equipment being use, including uses, dangers and other concerns present in the experiment o All information is written in a professional manner, in permanent ink, with mistakes marked out with a single line and all papers permanently attached to notebook o Data is present in a clear, well label table with results summarized in their own section o Calculations are done legibly in their own section of the report o A thorough conclusion summarizes the experiment, explains the results and details at least 3sources of error or concern in the experiment with regards to their effect on the experimental results and how they can be avoided | · _____ Convey research findings in an easily understandable format, providing analysis of possible flaws and positive aspects of the findings · _____Provide a thorough written report of content-related lab work and original research o Contains thorough numbered procedure o Details background information on chemicals and equipment being use, including uses, dangers and other concerns present in the experiment o All information is written in a professional manner, in permanent ink, with mistakes marked out with a single line and all papers permanently attached to the pages of the notebook o Data is present in a clear, well label table with results summarized in their own section o Calculations are done legibly in their own section of the report o Conclusion summarizes the experiment, explains the results and details sources of error or concern in the experiment. | · _____ Convey research findings in an easily understandable format · _____Provide a thorough written report of content-related lab work and original research o Contains thorough numbered procedure o Details background information on chemicals and equipment being use, including uses, dangers and other concerns present in the experiment o All information is written in a professional manner, in permanent ink, with mistakes marked out with a single line and all papers permanently attached to the pages of the notebook o Data is present in a well label table with results summarized o Calculations are done legibly o Conclusion summarizes the experiment, explains the results | · _____Provide a thorough written report of content-related lab work and original research o Contains numbered procedure o Details background information on chemicals and equipment being use, including uses, dangers and other concerns present in the experiment o All information is written in a professional manner, with mistakes marked out with a single line and all papers permanently attached to the pages of the notebook o Data is present in a well label table with results summarized o Calculations are done legibly | · |
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