Providing meaningful feedback to students during distance learning has become a challenge. Google Classroom has surely changed the game when it comes to distance learning. For me it has become the organizational center for my classroom. Google Classroom has saved time but when it comes to assessing student work it can become a bit cumbersome. Combining Google Classroom with the Google extensions Doctopus and Goobric have made student assessment a bit easier to tackle.
How it Works
Doctopus is a Google Sheets ad-on that "ingests" or pulls in a Google Classroom assignment. Goobric, which is a Google Chrome extension attaches a digital rubric created by the teacher to allow the teacher to grade and comment on student work within a single browser tab. The attached rubric appears at the top of the student’s assignment and with a few easy clicks, your individual comments and the rubric data are time stamped and appended to the bottom of the Doc for each student to view.
Getting Started
Step 1: Post an assignment on Google Classroom
Step 2: Download the Goobric Chrome Extension (only have to do once). https://chrome.google.com/webstore/detail/goobric-web-app-launcher/cepmakjlanepojocakadfpohnhhalfol?hl=en Step 3: Get the Doctopus add-on for Google Sheets. (only have to do once). Click “Add-ons” → “Get add-ons” on the file menu
Step 4: Once you have the add-on, Launch Doctopus and "ingest" your assignment. Follow the Doctopus menu and attach Goobric. You can make your own rubric by using a google sheet. Keep cell A1 blank. Your number rankings go on the top horizontally and your categories on the side vertically.
Step 5: You should be all set to ingest and start assessing.
Click to set custom HTML
Click to set custom HTML
Station activities are to be completed in small groups and student centered. Each task should take 10-20 minutes to complete. We have been using Station Activities in our chemistry classes to differentiate instruction. As the implementation of the new science standards are in full swing, we have modified some of our activities to incorporate 3D learning and assess students’ capabilities and understanding of the chemistry DCI’s through these standards. We are in need of assessments that require students to make sense of phenomena using the three dimensions of NYSSLS. These assessments must be relevant and engaging, not just recall of information, but rather using their knowledge to figure something out. Students will use their knowledge of solution chemistry DCIs by demonstrating knowledge of tasks using the SEP’s and CCC through different station activities. These stations are used as a way to formatively assess student understanding of solution chemistry.
http://bit.ly/2X1BiSZSolutions I attended ChemEd for the first time this past summer. What an amazing conference! After the conference I jotted down some of my thoughts about intrinsic motivation and as a result submitted it to Chem Ed Exchange for publication. This site has some GREAT resources. Check it out.
https://www.chemedx.org/article/intrinsic-motivation-chemistry-teacher-%E2%80%93-time-collaborate As New York State is slowly implementing new science standards (New York State Science Learning Standards or NYSSLS ) based on the Next Generation Science Standards (NGSS), I figured now would be a great time to blog about my experiences with NYSSLS. Last year I began incorporating the new standards into my Regents Chemistry Class. We worked on modeling and argumentation using the Claim Evidence Reasoning framework (CER). This year I am going to continue implementing the new standards within my current Regents course, however, this year I have been blessed with teaching an elective chemistry course for non-regents students. This is a great opportunity for me to dive deeper into the standards and really experiment with how anchoring phenomena can drive chemistry instruction. So I am going to focus on this class as I write lessons that are NYSSLS and NGSS inspired. I have decided to bundle a few of the standards to form a unit that I am calling Structure and Properties of Matter. I am also going to be using interactive notebooks as I am not sure how this is going to go! The phenomenon I choose to start the year is Taco Sauce Penny Cleaner. I'll keep you posted!
Check out Paul Andersen's Wonder of Science site for an amazing journey through the standards. https://thewonderofscience.com I came across a version of this activity at STANYS conference last fall. I have adjusted it a bit to meet my classroom needs. The students design a procedure to test the affect of reactant concentration on reaction rate. I opened up the activity with a demonstration of the Iodine clock reaction and had students run through a QFT. Magically the question generated by the students just happens to be the lab I have set up!! I have attached my version of the lab as well as some additional handouts I use for CER. Enjoy. Please let me know how it goes.
Just finished reading "Make Just One Change". If you haven't heard about Questions Formulation Technique (QFT) you must! QFT is a protocol for students to learn how to ask questions. The book is very teacher friendly and the protocol is straight forward for any content area. The examples provided in the book are fantastic. QFT seems to be a great fit for the incoming NY state science learning standards. I plan on incorporating QFT in both my science elective class and my chemistry classes starting this year. I look forward to changing my laboratory activities around starting with students coming up with the right question for the exercise. I have attached a modified worksheet adapt from http://rightquestion.org/education/
OMG! I came across a math blogger, Sarah Carte @math=love.blogspot.com, who used question stacks. These are so cool. The template is set up with questions and answers on the back. The back of the card is not the answer to the question. Students put all answer cards facing up and then turn one over to reveal the first question The student answers the question and find that answer on one of the answer cards. They take the answer card place it on top of the question (answer side down) and the next question is on top. You continue doing this until all the cards are used up. The student knows they did the stack correctly if the answer to the last question was the first card placed on the bottom. So fun. I created a stack for my energy unit.
I attended the Suffolk STANYS conference this past spring and came across a presentation about "Station Labs". I know this is not a new concept but had never experimented with these types of activities in my chemistry class. The presentation focused on stations that specific titles like "Write It!", "Read It", "Explore it" and "Watch it!". These stations were similar to literacy stations that I have used in the past. The stations are student centered with small groups that can be completed in 10-15 minutes. The idea behind station actives is to differentiate instruction for specific content. I recently created a station activity for my first chapter, atomics, and can't wait to see how it goes. If you would like a copy of my activity, please send me an email through the contact page.
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Dr. Jessica MintzChemistry Teacher at Bay Shore High School New York. Archives
April 2020
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