Transcript Document

Calexico High School
By
Calexico, CA
Beverly McElroy
Calexico High School, Calexico
CTAP 295 Teaching with Technology
FINAL PRESENTATION
PERIODIC
TRENDS
Beverly McElroy
Beverly McElroy, Calexico High School
PERIODIC TRENDS
My Lesson and Myself

My name is Beverly McElroy, and I teach
Chemistry at Calexico High School. My e-mail is
[email protected] if you wish to
contact me.
In this lesson, students are guided toward
discovery of the logical organization of the
periodic table and the trends present in families
and periods.
FINAL PRESENTATION

CTAP 295 Teaching with Technology
Beverly McElroy, Calexico High School
PERIODIC TRENDS
My Expectations


Through this project, I expected to learn new skills for adding
challenging and interactive components to my Chemistry lessons. I
expected to be overwhelmed with the complexities of this class
because I have only very basic computer skills.
My experience with the block schedule has taught me that 86 minutes
of Chemistry can quickly become tedious without extensive hands-on
interaction. I was interested in developing technology and
multimedia based activities for engaging students, but needed more
training and better skills myself.
I feel this program has given me the skills and confidence to create
better technology/multimedia lesson plans. Along with my students, I
am experiencing mistakes and identifying areas for improvement.
FINAL PRESENTATION

CTAP 295 Teaching with Technology
Beverly McElroy, Calexico High School
PERIODIC TRENDS
My Realities



I learned how to construct a lesson plan using
hyperlinks to files as well as the internet.
I learned how to use Excel to construct performance
charts for students.
I learned how to better construct a lesson so that
standards are explicit and focused for students.
I learned how to construct a web-quest, however
simple it might have been.
FINAL PRESENTATION

CTAP 295 Teaching with Technology
Beverly McElroy, Calexico High School
PERIODIC TRENDS




The largest success was the engagement of all students on
the assignment. Actual learning varied greatly from
student to student, but every student was absorbed in the
lesson.
Also successful was the degree to which students gained
an understanding of the periodic table without teacher
instruction. Ownership bred success.
Students really seemed to enjoy demonstrating their
knowledge using power point. Many students had never
used power point and enjoyed learning how to make a
presentation with pertinent images.
Providing the rubric ahead of time kept students focused
on minimum requirements for success.
CTAP 295 Teaching with Technology
FINAL PRESENTATION
Successes
Beverly McElroy, Calexico High School
PERIODIC TRENDS



The greatest shortcoming was a poor estimation
of time that students would need to complete the
assignment.
Secondly, students needed more precise
directions on how many elements they needed to
explore.
Student involvement was high, but so was the
confusion. With all the information available,
limit the number of properties they are to
consider.
CTAP 295 Teaching with Technology
FINAL PRESENTATION
Shortcomings
Beverly McElroy, Calexico High School
PERIODIC TRENDS
PRE/POST TEST RESULTS
Periodic Trends Pre/Post Test
30
Trends Pretest
15
Trends Postest
10
5
2
23
0
23
8
22
6
22
4
22
2
22
0
22
7
21
4
21
1
21
9
20
7
20
5
20
3
20
1
0
20
Test Score
20
Student Number
CTAP 295 Teaching with Technology
FINAL PRESENTATION
25
Beverly McElroy, Calexico High School
PERIODIC TRENDS
Power Point Proficiency Chart
PwrPt Trends
40
35
20
PwrPt Trends
15
10
5
233
232
231
230
229
228
227
226
225
224
223
222
221
220
218
217
215
214
212
210
208
207
206
205
203
202
0
201
Rubric Score
25
Student Number
CTAP 295 Teaching with Technology
FINAL PRESENTATION
30
Beverly McElroy, Calexico High School
PERIODIC TRENDS
Proficient
Advanced
Basic
CTAP 295 Teaching with Technology
FINAL PRESENTATION
Student Samples
Beverly McElroy, Calexico High School
PERIODIC TRENDS
Lesson Plan Revisions




To improve the lesson, I decided to focus only on standard
1c. The inclusion of 1a-c standards made the lesson too
broad.
Also, I will eliminate the essay comparing student’s
findings with teacher instruction. Only one essay
analyzing their independent findings is necessary.
I will allow 2 days for the internet webquest.
Power Point presentations will be created by individuals,
not by groups. This change was made after beginning the
lesson.
I will instruct students on the use of Power Point prior to
the webquest. Students who finish earlier can then start
constructing their power point slides.
FINAL PRESENTATION

CTAP 295 Teaching with Technology
Beverly McElroy, Calexico High School
PERIODIC TRENDS

Through this experience, I feel I am better able to
construct quality lessons focused on standards, which
incorporate a hands-on/interactive aspect for students
other than the normal labs. I learned that students “buy
into” the work more if it includes computers and
technology. I also noticed how much more the students
enjoyed the work as opposed to just using the textbooklecture-lab format. Whenever appropriate, I intend to
use technology to enhance student achievement of
standards. The Post test demonstrated learning, while
the Webquest and Power Point provided an engaging
avenue for achievement of that goal.
CTAP 295 Teaching with Technology
FINAL PRESENTATION
Synthesis Slide
Beverly McElroy, Calexico High School
PERIODIC TRENDS






Addison-Wesley textbook
Internet
 Web Elements
 Interactive Periodic Table
 Chemicool
 Periodic Table
 Chemlab Periodic Table
 Microsoft Power Point Tutorial
Computer Lab, Overhead and LCD Projectors
Computer/Monitor hook-up for instruction
Laser Disc Player and Laser Discs
Rubric
CTAP 295 Teaching with Technology
FINAL PRESENTATION
Resources