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Author Archives: Mr. Bigler
The Dangers of Criteria-Based Grading
This year, I taught at a charter school that uses criteria-based grading. To describe the system briefly, the learning objectives of each subject are broken down into individual criteria, called benchmarks. For each assessment (test, assignment, etc.), every question or … Continue reading
Inquiry is Not “One Size Fits All”
Inquiry is most definitely not a “one size fits all” paradigm. Teachers can and should adjust the level of scaffolding based on the academic abilities and experience of the class. I do this all the time. +4-1
Reading Comprehension, Math, Science, and History: Related Skills
About a week ago, I was talking with a colleague who teaches history. (I teach my honors physics class in his classroom, so he is often working at his desk while I teach the class.) After my class was over … Continue reading
Presenting at ChemEd 2011
My workshop proposal for this summer’s ChemEd 2011 conference has been accepted, so I will be presenting a workshop entitled Converting Existing “Cookbook” Laboratory Experiments to Inquiry Format at this year’s conference. +5-1
A Video Game Approach to Learning
On 3/18/2011 9:36 AM, Stanley Latesky wrote: If only someone would develop a video game approach to learning, the majority of our new generation of students would initially be excited about attending class. In my own way, I’ve done this, … Continue reading
Requiring Chemistry?
On 2/16/2011 11:49 AM, James Guzinski posted to the ChemEd-L discussion list: I just read in Science, Vol 331, 28 January 2011, p. 405, that “Biology will be the only high school science class for 21 to 25% of U.S. high … Continue reading
Throwing Technology at Problems in Education
Technology in the lab can take large amounts of data accurately, but substituting technology for a more direct experience with the scientific principle or technique can prevent students from internalizing the principle or technique. Continue reading
Learned Confidence
…is the closest phrase I can come up with that could be the antithesis of learned helplessness. +2-3
“Fault” Is a Swear Word
In my classroom, “fault” is a swear word. I don’t let my students use the words “fault” or “blame” because assessing blame takes up time and effort and doesn’t solve anything. +3-3
Questions that Don’t Have Neat Answers
One of the first topics in Chemistry I is states of matter and chemical vs. physical properties. Pretty much every sample of matter is either a solid, liquid, gas, plasma, or unknown. Similarly, the properties of matter fit neatly into the … Continue reading