I’m a high school science teacher and I vibe coded an app that gamifies iNaturalist observations. I will be adding a scored bioblitz to my class assignments. It even has bingo and trophies to earn for clout.
In a world of AI there needs to be a revolution in how teachers design assignments. @Casey @kevin #vibecoding #teaching
I’m a high school science teacher and I vibe coded an app that gamifies iNaturalist observations. I will be adding a scored bioblitz to my class assignments. It even has bingo and trophies to earn for clout.
In a world of AI there needs to be a revolution in how teachers design assignments. @Casey @kevin #vibecoding #teaching
Summary of efforts to reform how college teaching is evaluated https://engagedlearningcollective.substack.com/p/a-practical-guide-to-modern-teaching-evaluation?publication_id=2871860&post_id=186426333
See the TEval project for some best practices: https://teval.net/
But also this 6-year old google doc that already had over 100 references about bias in student evaluations of teaching: https://docs.google.com/document/d/14JiF-fT--F3Qaefjv2jMRFRWUS8TaaT9JjbYke1fgxE/edit?tab=t.0
#EdDev #Teaching #HigherEd #HigherEdReform
Today in the classroom:
First year chem fell apart on yesterday's test. Like, badly. We're going to have some hard conversations today in class about what needs to happen to get back on track, especially athletes who need to remain eligible. Everyone retests on Thursday.
Second year had a rough review day, so they also had some hard conversations about how to prepare for difficult tests. They get grace, we'll do one more review day and test tomorrow.
Today in the classroom:
First year chem are taking a test on nomenclature. We're focused on binary covalent compounds along with ionic compounds. Those who did some form of practice last week will probably be okay. I'm not a huge fan of Monday tests, though.
Second year chem are tying up loose ends on reaction kinetics. They'll take a test midweek.
My "agriculture" (encompasses a bunch of fields related to biology and chemistry) students are nice, and I'm impressed they keep on sending me their drafts so that I can give them feedback before they final presentation, but don't they realize they're not my only class, and I haven't written the final test for one of my first-year class yet?
📬 Issue No. 5 of Notes on Data and Learning highlights the skill of omission in education.
In teaching data, statistics, or modeling, deciding what to exclude is as crucial as what to include, preventing overwhelm while keeping depth.
Drawing from my Health Metrics and Infectious Diseases experience, I discuss how teaching and writing prioritize over completeness.
👉 Full issue on Substack: https://federicagazzelloni.substack.com
Assistant Professor, Interdisciplinary Artist/Designer (T/TE) at University of Arizona / Tucson, AZ, USA #Jobs
Today in the classroom:
2-hour delay this morning because of some surprise lake effect snow. I came in at my normal time because the delay means I lose my prep period.
First year chem will do a review game for a test on nomenclature on Monday.
In second year, we'll go over relative rates of reaction again and break down what's actually happening with particles to discuss rate ratios. Hopefully that helps.
Pep rally this afternoon for winter sports 🎉
Today was a hard day.
I was not a good teacher for my second year chem class. For some reason, my brain hit a wall when trying to describe a concept (relative rates of reaction) and I just could not come up with a good explanation. They're confused, frustrated, and tired. So am I. That's not a good mix.
This class waits for me to explain every single thing. Many have waited too long to start their final assignment and it's all hitting the fan with a test looming.
Today in the classroom:
First year chem had good results with our hydrate lab yesterday. They're getting one more full day to drill nomenclature. We'll review tomorrow and then take a test on Monday.
Second year chem finished their lab reports yesterday. Today, we'll do some clarification on relative rates of reaction and then do some stations to review specific concepts. They'll also text early next week.
We owe it to our students to let them experience real learning.
Vibe learning ain't learning. Vibe learning is machine-aided shuffling of dead text. Vibe learning is empty.
Real learning is the construction of truth, aided only by the student's sense of the authenticity of their encounter with the subject. The resulting text may be flawed, but it is alive, it reflects the subject's wish to be known. Real learning is full.
#noVibeLearning #noLLM #teaching #HigherEducation #StopTheAICorruption
We owe it to our students to let them experience real learning.
Vibe learning ain't learning. Vibe learning is machine-aided shuffling of dead text. Vibe learning is empty.
Real learning is the construction of truth, aided only by the student's sense of the authenticity of their encounter with the subject. The resulting text may be flawed, but it is alive, it reflects the subject's wish to be known. Real learning is full.
#noVibeLearning #noLLM #teaching #HigherEducation #StopTheAICorruption
Today in the classroom:
First year chem is dehydrating a salt and then calculating the water content for the formula. I was going to use Epsom salts, but the dehydrated MsSO4 is _rock hard_ and a pain to clean. We'll use CuSO4 instead. The blue color change will also be nice.
Second year chem finished lab reports yesterday. Today, they're going to prepare solutions to have a reaction complete at a specific time based on their rate laws.
Today in the classroom:
First year chem is just writing names and formulas for compounds. We've hit binary covalent/ionic, polyatomic ionic, and transition metals. It's a lot to absorb and work through, so lots of guided practice. We'll do a lab with a hydrate tomorrow to break it up.
Second year chem is working with reaction mechanisms and determining rate laws from elementary steps. They're also finishing their iodine clock reports.
Today in the classroom:
First year chem are digging into transition metal charges. We haven't done anything with them yet, so this will ask students to adapt their nomenclature conventions to address ambiguity. Should be fun.
Second year chem is going to get an introduction to molecularity and reaction mechanisms. They're also finishing their iodine clock lab reports and then working on their homework practice set for this week if we have time.
Ok fedi, help me out:
If you're teaching any kind of CS course at a high school level, do you have students keep a paper notebook? What kinds of things do they do by hand vs on the machine? Do you have specific assignments aside from larger projects/programming?
I'm doing some work today on revamping my web development course from last year and could use ideas.
Ok fedi, help me out:
If you're teaching any kind of CS course at a high school level, do you have students keep a paper notebook? What kinds of things do they do by hand vs on the machine? Do you have specific assignments aside from larger projects/programming?
I'm doing some work today on revamping my web development course from last year and could use ideas.
Today in the classroom:
First year chem will do some whiteboard practice with writing compound names and formulas. That'll give me a loose check on understanding after the last two days of practice. They'll also do an exit ticket reflection before they leave.
Second year will look at integrated rate law graphs to understand how rate orders understand changes in reaction rate due to concentration. We won't calculate, just graph data.
I'm feeling pretty good after a swim this morning before school.
Today in the classroom:
First year chem did well yesterday with binary covalent compounds. I'll throw them binary ionic today and give time to practice the skills.
Second year chem also did well yesterday with calculating reaction rate orders from data. They're getting a whole class period to analyze their iodine clock data and then start writing their formal reports.
