EDTP 639 Artifact #2: Team Teaching with UMD Chemistry student, Isaac Robinson

InTASC Standard #5: Application of Content:
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Chemistry Literacy and Implications:
Strengths – At the beginning of the Acids and Bases review guide, there is a word bank of 22 vocabulary words associated with the unit. Isaac chose to deliver his lesson on chemistry literacy by stating that each of these words would be covered throughout the review guide. As he lectured and walked through the review guide, he would refer to the word bank at the top of the first page. This method of presentation encouraged the students to anticipate, look, return, and review key words throughout the unit. This required a higher level of critical thinking, instead of simply writing out all of the definitions of vocabulary words in a linear fashion. Often associated an image or a formula given in the guide to the corresponding vocabulary word. This was a conceptual method of teaching the chemistry literacy and I believed strengthened the content knowledge of the students through this differentiated process.

Implications – I found inviting a guest presenter from the real-world of the subject of chemistry was enlightening for the students. I believe giving students the opportunity to visualize themselves using their content knowledge in action, post high school graduation brings a sense of purpose and excitement to the subject. To improve, I have thought about continuing the experience by connecting with Isaac via ZOOM at the end of the semester to have another question and answer session as the students prepare for the final exam.