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TEACHING A NEW GENERATION

JHONY ARIAS VIVAS


How much telephones and communication have changed over the last 180 years?
How much transportation has changed over the last 180 years
How much has a classroom changed over the last 180 years?
Some might say that

In literally more than a century


nothing has changed
The teachers prepared to teach a new generation might say
the classroom has really changed a lot
We need people to
Be creative
Be innovative
Be Critical
Be Independent
EVERY BRAIN IS DIFFERENT
Every student has different needs, different strenghts, different
gifts, different dreams.
We need to develop and work different abilities and skills in our students
Generation Y or Millennials

Self-confident, entitled
Ambitious with high expectations
Want to know process, rules, how to get ahead
Expect to start at the top
Want constant and immediate feedback
Move quickly from one thing to another
Not as independent as previous generations
Teaching methods from one era do not
meet learning needs of a different one
Teachers approaches to Millennial learners must

Involve them in the decision making


process, where possible
Use negotiation when it does not
compromise learning
Use a spectrum of technologies
Be open to new ways of doing things
Teaching strategies nowadays need
to focus on

Transformation versus Transmission


long term learning versus Short term
Intellectual growth versus content growth
The ability to manage information as opposed to
accumulating information
Characteristics of a 21st-Century Teacher
1. Learner-Centered Classroom and Personalized
Instructions
KOGNITY- Online textbook
Digital textbooks that adapts to the learning needs of students
and help teachers coach their students in their science course
http://www.kognity.com/
Number of students completing the task
Overall performance of the class
Overall performance of the class per question
Performance of each students per question
Socrative- http://www.socrative.com/
2. Students as Producers
Videos

A webquest

A model or mockup

A Webpage

A blog

A prototype of some kind

Magazine

Report

Poster
3. Learn New Technologies
Since technology keeps developing,
learning a tool once and for all is not a
option. The good news is that new
technologies are new for the novice and
experienced teachers alike, so everyone
can jump in at any time
Interactive Lectures

If you are to lecture, please include students


names in the presentation.
QR CODES-QUEST
http://www.classtools.net/QR/
QR CODES-QUEST

Use this activity to review and practice what students have learned

1. Arrange students into groups. Each group needs at least ONE person who has a
mobile device (note: an internet connection will not be needed).
2. Ask students to
Download a QR reader (e.g. I-Nigma | NeoReader | Kaywa) onto their mobile devices
Bring these devices into the lesson.
3. Print off these QR codes for each of these quiz questions.
4. Cut them out and place them around your class / school.
Project-Based Learning

As today's students have an access to authentic resources on the web, experts anywhere in the world,
and peers learning the same subject somewhere else, teaching with textbooks is very 20th-
century.Today's students should develop their own driving questions, conduct their research, contact
experts, and create final projects to share all using devices already in their hands. All they need from their
teacher is guidance!
EXAMPLES IN CHEMISTRY:
Oil Spill investigation- Develop a method for cleaning up an oil spill using the materials provided.
Investigation on acid rain and material duration
Simulations
https://phet.colorado.edu/en/simulations/category/chemistry
Simulations- Explorelearning.com
https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=553
FLIPPLING YOUR CLASSROOM

Homework at school and lectures at home. That's the basics of flipping your classroom, if you really
want to summarize it crudely. When implemented correctly, you can empower your students and
focus your classroom time on coaching students to success.
WEBQUEST
WEBQUEST
A WebQuest is an inquiry-
oriented lesson format in which
most or all the information that
learners work with comes from
the web.These can be created
using various programs,
including a simple word
processing document that
includes links to websites
Starters
Activities that are carried out at the
beginning of a lesson. They seek to
engage students in to the class or the
new topic you intend to introduce.

http://www.discoveryeducation.com/
HANGMAN
http://www.hangman.no/ Introduce new vocabulary or to review vocabulary
Pass the parcel

Pass around a box filled with statements about the topic you will be studying in the lesson. Play
music, when the music stops, the child with the box must pick out a statement, read it and decide
whether it is true or false. The statement can then be placed in a corresponding hoop true/false
or agree/disagree etc
http://puzzlemaker.discoveryeducation.com/
Learning new teaching strategies
STARTERS

Starters or reviews at the end


of the lesson.

https://kahoot.it/#/
EXIT CARDS
Exit Card Questions

What things have you learned today?


What barriers affected your learning today?
Draw and label a picture to represent your understanding of the lesson today.
The important thing about todays lesson is . . .

What is the most important point about ______ that you learned today?
What do you want to know more about?
What confused you about todays lesson?
Share three personal connections you are making to this information.
Recall three important ideas from todays class.
Identify a question this information has raised for you.
What was difficult for you to learn this week? Why?
What was easy for you to learn this week? Why?
What did you learn today?
What puzzled you?
Chemistry

Sharing Applications for a topic

SITUATION
LABORATORY
REAL LIFE SITUATION

Situation 1: Explain why the bubbles exhaled by a scuba diver grow


as the approach the surface of the ocean? Similarly, while playing in
the pool when you were younger, did you ever notice that when you
exhaled, the bubbles seemed to grow larger and larger as they
ascended?

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REAL LIFE SITUATION

Situation 2: Explain how firing a bullet works

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Situation 3: How does an air balloon works?

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Situation 4:
If you are into ping-pong, also called table tennis, a dented ping-pong
ball is something you have probably encountered Rather than discard
it, you could restore it. How would you do it?

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Situation 6: Explain what makes popcorn pop? Why does popcorn pop?

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Cooperative learning

Teaching Atomic Structure Using Cooperative Learning

Member A Atomic Number Expert.

Member M Mass Number Expert

Member I Isotope Expert

Member N Nuclear Atom Expert


GAMES
http://www.classtools.net/pac/201610_k9Y3kd
Introducing humour in the classroom
Studies have shown that the use of humour can
have highly positive effects on students, greatly
increasing their level of engagement and interest.
Encourage student to bring comics, funny quotes
or jokes to class and dedicate a few minutes to
having a good laugh.
Videos- Interesting Demostrations
http://www.rsc.org/eic/2014/12/golden-rain-precipitation-demonstration
Making Ice cream in the lab- Liquid Nitrogen
Forensic Lab- Finger Print Lab
Teachers provide samples

Iodine fuming Method


Changing class settings
ROCKET COMPETITION-
STOICHIOMETRY
TALKING ABOUT MOVIES

Making Flash paper

Cotton Paper, Sulfuric acid and Nitric


acid Baking soda
When we do not use different teaching strategies, we
are

Killing creativity
Killing individuality
Being intelectually abusive
If we can customize health care, cars and
facebook pages, so it is our responsability as
educators to do the same for education
REFERENCES

Besnoy, K. (2006). How do I do that? Integrating Web sites into the gifted education
classroom. Gifted Child Today, 29(1), 2834.
Dack, H., & Tomlinson, C. A. (2015). Inviting All Students to Learn. Educational Leadership,
72(6), 10-15
Haralson, M., Hoaglund, A., Birkenfeld, K., & Rogers, B. (2016). Using Webquests to
Support Pre-Service Teachers' Attitudes toward Diversity: A Model for the Future.
Education, 136(4), 413-420.
Tomlinson, C. A. (2014). The Bridge between Today's Lesson and Tomorrow's. Educational
Leadership, 71(6), 10-14
(n.d) The four horseman on stage. [Photograph] Retrieved from
http://nowyouseeme.wikia.com/wiki/The_Four_Horsemen?file=The_Four_Horsemen_on_st
age.jpg
(n.d) Do-It-Yourself Pyro [Photograph] Retrieved from Retrieved from
http://www.starlight.com/pyrotechnics
REFERENCES

Websites for you to visit and use


http://www.kognity.com/
http://www.rsc.org/eic/2014/12/golden-rain-precipitation-demonstration
http://puzzlemaker.discoveryeducation.com/
http://www.classtools.net/QR/
http://www.discoveryeducation.com
http://www.classtools.net/pac/201610_k9Y3kd
http://www.hangman.no/
Socrative- http://www.socrative.com/
https://phet.colorado.edu/en/simulations/category/chemistry
https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=553

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