Workshop Leaders: Larry Dukerich and Donghong Sun
This workshop immerses teachers in Modeling Instruction, to develop skills in implementing this student-centered, research-informed, standards-based curricular approach with students. The instructors teach by example, guiding participants (in "student mode") through labs, activities, discussions, worksheets, and assessments in the core units of a high school chemistry course. In "teacher mode," the pedagogical rationale for all aspects of the example instruction is explored as well as accommodating various student populations, class schedules, testing requirements, and laboratory resources. Through readings and discussion, the workshop also delves into cognitive research, pedagogical content knowledge, and the theoretical underpinnings of Models and Modeling that are essential to understanding Modeling Instruction as both a teaching practice and philosophy. References describing Modeling Instruction and documenting its effectiveness are available at the American Modeling Teachers Association site.
I. Particulate structure of matter
- Macroscopic vs. microscopic description of compounds, elements & mixtures
- Explanation of (observed) macroscopic properties using microscopic models
- Systematic explanation of details with models of increasing complexity
- Macroscopic evidence of microscopic structure (ionic vs. modecular substances)
II. Energy & Kinetic Molecular Theory
- Visualizable models (macroscopic analogs) for solids, liquids and gases
- Coherent treatment of energy storage and transfer mechanisms
- Role of energy in phase change
- Distinction between heat and temperature
- The mole concept - relating how much to how many
- Using equations to represent chemical change
- Non-algorithmic approaches to chemical calculations
IV. Energy and chemical change
- Chemical energy, thermal energy and ΔH
- Activation energy and rates of chemical reactions
- Energy transfer, thermal equilibrium and entropy
Is this workshop free?
No. There is a $450 fee for attending this workshop. After you reserve a spot here, you will receive an email with payment details.
What is the workshop schedule?
Monday – Thursday: 9:00AM to 4:30PM with one hour lunch
Fridays: 9:00AM to 3:00PM with one hour lunch
Participants will be expected to devote additional time to completing assignments on their own.
Can I earn graduate credit?
Graduate credit may be available at a local college. If available, this will require in-person registration, payment of tuition and fees, and successful completion of a final, written project. Additional information will be sent to registrants and posted at <PhysicsTeachersNYC.org>.
Where can I contact the organizer with any questions?
Questions about organizational aspects of the workshop should be addressed to Fernand Brunschwig (email@example.com), Chairman, PhysicsTeachersNYC.
Questions about registration and payments for this event should be addressed to Zhanna Glazenburg (firstname.lastname@example.org), Treasurer, PhysicsTeachersNYC.
Is my reservation/ticket transferrable?
No, please contact Zhanna Glazenburg (Zhanna@windowoffire.com) if you need to transfer your reservation to a different person/name.
Can I update my reservation information?
Yes, you can update your reservation information.
The name on the reservation/ticket doesn't match the attendee. Is that okay?
No, please contact Zhanna Glazenburg (email@example.com) to address this.
When & Where
STEMteachersNYC was founded 2011 by a group of 25 teachers. With 550 current teacher-members and growing, STEMteachersNYC is a leading force for improving science education in the tri-state area. In affiliation with the American Modeling Teachers Association, STEMteachersNYC conducts 3-week summer modeling workshops as well as monthly 3-hour weekend workshops during the school year. STEMteachersNYC is devoted to excellence in science teaching with a general focus on Modeling Instruction and similar hands-on approaches.
Modeling Instruction is a pedagogy that uses student-driven authentic laboratory investigations to help students construct, refine and apply the fundamental conceptual models that form the content core of the sciences. Students represent these models in multiple ways and share their understanding with their fellow students to promote deep understanding. In professional development workshops, teachers perform experiments in “student mode” using Modeling Instruction curriculum resources just as their students would, then discuss how they might work in classrooms in “teacher mode” conversations. If you'd like to read more about it, go to www.modelinginstruction.org or take a look at Chapter 1 of Introductory Physics by Robert Karplus, the intellectual father of the model approach.