![]() I was highly impressed with the success of this activity and took it as a wonderful sign when students became “bored” with it, even after we began transitioning out of the POGIL and into electron configuration itself. This one moment helped me to create a relationship with her that helped her to come out of her shell more in my class, and resulted in her volunteering to solve problems on many occasions thereafter. This student, a typically shy and withdrawn student with a lack of confidence in her abilities, shot her hand proudly up into the air and asked to solve one of the problems at the board as we moved through the activity. This “real-world” example turned what is often a challenging and difficult topic into a fun and exciting game for students, and this activity turned out to be a pivotal moment for one of my students. The basis of the POGIL is this – the students take on the role of a college recruiter who has been tasked with filling the dorms of the college with incoming students, but these rooms had a very specific set of rules for how they can be filled (and the rules reflected those of electron configuration). In this activity, students were given a POGIL (Process Oriented Guided Inquiry Learning) to help them better understand the idea of electron configuration – a topic in chemistry that is often very abstract and difficult for students to follow.
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