Hollie Whalen

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Recent Posts by Hollie

Wed Jun 27, 2018 12:31 PM in 3-Dimensional Assessments in Chemistry
Can you begin your lab by relating the focus concept to something they can relate to real life? Example: if you are doing a lab on exothermic reactions can you start out with a discussion about temperature flux when it snows. (My own children noticed that the air felt warmer during snowfall when they were pretty young and being a bit of a nerdy family, we had a discussion about exothermic reac...

Wed Jun 27, 2018 12:11 PM in Virtual vs Physical Learning
When designing assessment/instructional activities that align with the NGSS 3-dimensional framework, do students respond better to virtual or physical activities? There is a third option as well, the use of both virtual and physical models in combination.

Recent Reviews by Hollie

Fri Oct 20, 2017 12:26 PM
4 Tandem use
This article takes a familiar, long standing strategy and twists it into an inquiry based strategy best for science learning. The article (and most of the reviews) refers to just shifting the KWL strategy into the THC strategy, but I believe that the THC strategy would work best if you also incorporated the KWL into usage with the THC strategy. I appreciate the changing of the term know into think, which I agree relieves students fear of being wrong. But when you ask student to tell/write what they think, encourage them to draw on previous knowledge they have on the topic, therefore using what they know to help form what they think will occur. Students should also include ideas of what they want to learn about a topic while forming their thoughts. (Example: if a student wants to know if the classroom leopard gecko will eat dead crickets their think could be “I think leopard geckos will eat both live and dead crickets.”) Finally, to make a proper conclusion you must incorporate what you learned from the experiment or activity. Using both strategies in tandem will help students understand the goals while also encouraging inquiry without the fear of wrong answers.