When it comes to assessment during the lectures, there is not much to say. It’s mostly lecturing based on a series of questions he provides to the students at the beginning of each unit. The closest thing to assessment during the lectures is when students either struggle with answering a problem or ask Mr. Crowder a question. Here are some examples that I noted throughout my time in the classroom.
Mr. Crowder - Only two electrons can be in an orbital.
Student - Doesn’t the P-Orbital set hold six electrons?
Mr. Crowder - P-Orbital set includes three orbitals, thus six electrons occupy the set.
Mr. Crowder - In order to account for the percent composition of isotopes you must include the algebraic expression (1-x) when completing the calculation. …show more content…
Crowder - Electrons will occupy all suborbitals before completing a suborbital.
Student - Why doesn’t the electrons fill the same suborbitals first?
Mr. Crowder - Electrons carry the same negative charge, and same charges will naturally repel each other. This naturally makes the electrons spread out as much as possible before they have to occupy the same area.
The main strategy I witnessed was just responding to the students natural questions as his was answering other questions. This addresses some of the confusing bits, but it does not assess prior knowledge before or during the lecture. Mr. Crowder’s standard questions are only used to prepare the students for the test, not for assessment throughout the lectures. He gets his feedback directly from the students when asking them at the end of the day whether or not they need an extra day of practice and/or discussion. While Mr. Crowder does not pose assessing questions throughout the lesson, he does use the students questions to monitor their developing knowledge. Sadly, this can be limited feedback because some students do not ask questions, so the feedback he gets from those students is based on a few practice problems they occasionally answer (typically math related). Mr. Crowder uses practice problems as another source of assessment, but he gives the problems as
Mr. Crowder - Only two electrons can be in an orbital.
Student - Doesn’t the P-Orbital set hold six electrons?
Mr. Crowder - P-Orbital set includes three orbitals, thus six electrons occupy the set.
Mr. Crowder - In order to account for the percent composition of isotopes you must include the algebraic expression (1-x) when completing the calculation. …show more content…
Crowder - Electrons will occupy all suborbitals before completing a suborbital.
Student - Why doesn’t the electrons fill the same suborbitals first?
Mr. Crowder - Electrons carry the same negative charge, and same charges will naturally repel each other. This naturally makes the electrons spread out as much as possible before they have to occupy the same area.
The main strategy I witnessed was just responding to the students natural questions as his was answering other questions. This addresses some of the confusing bits, but it does not assess prior knowledge before or during the lecture. Mr. Crowder’s standard questions are only used to prepare the students for the test, not for assessment throughout the lectures. He gets his feedback directly from the students when asking them at the end of the day whether or not they need an extra day of practice and/or discussion. While Mr. Crowder does not pose assessing questions throughout the lesson, he does use the students questions to monitor their developing knowledge. Sadly, this can be limited feedback because some students do not ask questions, so the feedback he gets from those students is based on a few practice problems they occasionally answer (typically math related). Mr. Crowder uses practice problems as another source of assessment, but he gives the problems as