Student engagement and performance in science and math, especially in underserved populations, have declined as a result of the pandemic and the switch to remote learning. Traditional teaching methods have had to evolve in the face of these new challenges. This work describes how project-based learning (PBL) is woven into the scope and sequence of high school Chemistry. Assessment is a departure from a points-based to a standards-based grading system. Students are evaluated based on their mastery of four different standards: inquiry, design, analysis, and communication. Examinations that test for content are enhanced with inquiry-based problems that connect Chemistry to real life. Students are expected to take responsibility for their own performance, to seek help when needed and to advocate for themselves. The work presented will include classroom strategies, project ideas that promote equity, and samples of assessments and student work.

TAKEAWAYS:
The work presented will include classroom strategies and project-based learning ideas with samples of student work. It describes a standards-based assessment that focuses on the acquisition and mastery of skills as an alternative to a traditional points-based grading system.

SPEAKERS:
Caroline Gochoco-Tsuyuki (Archbishop Riordan High School: San Francisco, CA)

Is there a correlation between the length of someone’s hand and shoe size? While this may seem like a silly question, we've developed a full research project called the "Foot-to-Hand Ratio." This research project uniquely exposes students to units of measurement, dimensional analysis, and research. Over a period of years, a class of 24 students completed this research project. Students measured the length of one hand, one foot, and their height. Then they calculated their Foot-to-Hand, Height-to-Foot, and Height-to-Hand ratios. Surprisingly, there was a direct correlation between the hand and foot length, and height and hand, or foot, length. In addition, students used statistics to dismiss "outliers" in the data.

TAKEAWAYS:
Attendees will have access to a new, simple research project that incorporates mathematics.

SPEAKERS:
Sharron Jenkins (Georgia Gwinnett College: Lawrenceville, GA)

Standards-based grading shifts the focus from traditional grades to a mastery of specific learning objectives. SBG is a comprehensive approach that focuses on identifying and communicating clear learning objectives to students and assessing their progress based on these objectives. We will discuss how SBG can be used in a chemistry classroom to promote student learning outcomes throughout sample storylines. We will explore the benefits of using SBG, including increased student engagement, motivation, and ownership of learning. We will also discuss the challenges of implementing SBG and strategies to overcome them. By attending this presentation, chemistry educators will gain a better understanding of how SBG can promote student learning outcomes for ALL students in their classrooms. They will also gain practical ideas and strategies for implementing SBG in their own chemistry classrooms.

TAKEAWAYS:
Standards-based grading doesn't have to be scary or time intensive. Teachers will learn how SBG strategies can be used in the classroom to make assessing NGSS storylines equitable and centered on learning.

SPEAKERS:
Christine Gustafson (Millard South High School: Omaha, NE)

Research has proved that active learning is more effective than traditional lectures. However, active learning requires additional support in addition to textbooks. For example, POGIL needs workbooks to assist students' learning. Flipped classroom needs clickers to collect students' responses. This talk will discuss what kind of support is required by active learning, specifically for flipped classroom and Just-in-time learning from practice standpoint and technology standpoint. After the presentation, the attendees will be able to design their own material for their classroom teaching. The webtool to implement the active learning strategy will also be introduced. After the presentation, the attendees will have skills to design their own material for their classroom teaching. For example, the attendee can prepare teaching material before class, during class and after class for flipped classroom and Just-in-time learning.

TAKEAWAYS:
The audience is expected to implement Just-in-time-teaching in their own classroom to teach chemistry.

SPEAKERS:
Jack Huang (associate professor: Jacksonville, FL)