RUNNING HEAD: STUDENT GENERATED POWERPOINTS
Student Generated PowerPoints
Karen J. Gabrielse
Graceland University
1
The Students of AP Chemistry 2010-2011
Teaching to reach all students is a difficult task, but this has been the passion of this
educator for eleven years. If students are falling through the cracks or are disengaged, then the
teaching style must be changed. Everyone has been gifted with different intelligences; everyone
is some combination of linguistic, logical-mathematical, spatial, musical, intrapersonal, bodilykinesthetic, interpersonal or naturalist (Armstrong 2010) learners. Having completed a
Herrmann Brain Dominance Instrument (HBDI), it is clear that people have all of the
intelligences, but some of these are preferred or more developed than the others. When a person
is stressed, they think differently and use different intelligences. The HBDI splits the
intelligences into four quadrants: Facts, Form, Futures and Feelings. Quadrant A (Facts) is
logical, analyzer, mathematical, technical and problem solver. Quadrant B (Form) is controlled,
conservative, planner, organizational and problem solver. Quadrant C (Futures) is interpersonal,
emotional, musical, spiritual, and talker. Quadrant D (Feelings) is imaginative, synthesizer,
artistic, holistic and conceptualizer. (See Appendix A for an example of an HBDI profile. Note:
the solid line represents normal conditions and the dotted line represents stressed conditions.) In
order to effectively reach all students, regardless of their favored intelligences or stress level, it is
desirable to use the whole brain when communicating. The following questions should be asked
when planning to communicate with others.
A
Does it use facts
Is it quantified?
Does it show clear analysis?
Is it logical and to the point?
D
Is it visual and colorful?
Does it use metaphors?
Does it look at the future?
Is it conceptually sound or clear?
Does it look at the big picture or overview?
B
Does it provide details?
Is it in sequential order?
Is it in an ‘appropriate’ format?
Is it neat?
C
Does it acknowledge emotional issues?
Does it use experiences that relate to the audience?
Includes examples to illustrate point?
Is it helpful and user friendly?
Next year, all but one student taking AP chemistry will be in their second year of chemistry.
AP chemistry is not a required course, so these students have a love for chemistry. Since
chemistry is logical and mathematic, many of the students enrolled in AP chemistry have the
logical-mathematical intelligence. Although the educator and many of the students are logicalmathematical, the pedagogy used in teaching chemistry at Wayland Union High School has been
developed to address all of the multiple intelligences. The curriculum was written with the intent
to incorporate all of the intelligences within each lesson, but sometimes that goal is difficult to
achieve. The following paragraphs summarize how each intelligence is considered during the
planning of the chemistry curriculum.
When new terms are introduced, time is taken to define the words and break them down into
parts so when students encounter these later, they will be able to decode other words on their
own. Students are also required to participate in writing activities in a variety of forms. Each
unit requires a formal lab report, every unit test includes a couple of essay questions and students
are asked to explain in writing how they solved a problem on homework assignments. All of
these tasks address the linguistic intelligence.
Certain lessons are taught only with the use of a concept map. In Exceeding Expectations,
Susan Kovalik looks at the multiple intelligences and how teachers can better coach their
students. Kovalik points out that a graphic organizer helps students to see the big picture and the
pattern of relations between topics (2005). The brain loves pictures and stores that information
as one bit rather than multiple bits of disconnected facts; it chunks the information together.
Working memory can store approximately seven bits of information at a time, but when the
information is grouped or chunked, the brain can recall the whole image as one bit, reducing the
strain on working memory (Sousa, 2001). Whenever a concept map is utilized, the spatial
intelligence is worked.
Music involves many different locations in the brain thus increasing the number of neuron
and dendrite connections. Another advantage of music is that many people feel good when
listening to music because serotonin, a neurotransmitter, is released (Jensen 2001). Mike Offutt
has released two CDs: Chemistry Song Bag I and Chemistry Song Bag II with many songs about
the various topics discussed in chemistry (1991). These songs are incorporated into the
curriculum to reinforce the material and as a fun way of storing the knowledge in the students’
brains. A PowerPoint has been developed to accompany each song allowing students to read the
words, see the visuals and hear the lyrics all at the same time.
Worksheets are used to help students store the process as a procedural memory. Procedural
memories, like how to ride a bike or feed oneself, are stored in the cerebellum. Once a memory
has become a procedure, the brain does not have to work as hard to execute the task (Sprenger,
1999). Just as most students can complete the procedure of touching their nose with their eyes
shut it is desirable to have chemistry students know that Na is sodium. When worksheets are
corrected, the students are not graded on whether their answers were right or wrong; after 24
hours they are not masters of a new skill. For that reason students are provided with the correct
answers to worksheets and given time to reflect on what they understood and what they need
more assistance in learning. Each student is required to write a little note to the educator and
those comments are used by the educator to determine which topics need more review.
Reflection is a fantastic method for developing intrapersonal intelligence.
Throughout a lesson, breaks are built in to provide students with the opportunity to discuss
the material with each other. Jo Gusman (2001), an award winning Bilingual educator who used
brain-based strategies with English as a Second Language (ESL) students, coined chunk ‘n chew.
She suggests educators chunk learning into 11 – 17 minutes (depending on age group) using
different intelligences. Then allow the students 5 – 15 minutes to chew on the information in
groups or individually. Allowing students to discuss in groups is important because sometimes
students are able to use the “right” words to help each other understand the material better than
the educator. This also helps students develop their interpersonal intelligence. Gayle Gregory,
an internationally known consultant who specializes in brain compatible learning, states people
learn 20% of what is heard, 30% of what is observed, 50% of what is seen and heard, and 70% of
what is discussed with others (2005).
Bodily-kinesthetic learners are fun. They always provide nonverbal cues as to when a break
is necessary in the lesson. While having students chew on the lesson, it is a fabulous idea to let
them get up and find a partner on the other side of the room. This simple motion helps get the
blood pumping instead of pooling in their seats! Incorporating hand motions to help students
remember where the metals, nonmetal and metalloids are on the periodic table or having students
act out the motion of an electron during bonding are excellent ways to reinforce abstract
concepts and spice up a lesson.
Some of these concepts are quite easy to implement in a chemistry class because all
laboratory experiments involve motion and allow students to interact with the amazing wonders
of the natural world. Taking two colorless solutions and combining them to create a brilliant
yellow precipitate is so cool. Students love to discover mysteries in the world around them and
to explore. The more hands-on activities the better! This helps students to develop their bodilykinesthetic and naturalist intelligences.
Over the years, a few students with Individual Education Plans (IEP) have taken AP
chemistry. Since the course was created using a multitude of learning styles, these students have
been successful with only minor alterations to the typical curriculum. For the most part, these
students received extra time during tests, just as they would receive when taking standardized
state examinations.
Student Use of PowerPoint for Interactive Review
Since the AP chemistry students have already worked with the material presented in
chapter one of their text, General Chemistry (Ebbing, 1999), during the previous school year and
throughout the summer during an online course, they should be fairly familiar with the topics
presented. In order to help the students solidify the connections between topics, they created an
interactive PowerPoint game as a review.
At the beginning of the school year, students were given an outline of chapter one. The
outline was in the form of critical thinking questions. The students were randomly placed into
groups. As a group the students discussed the answer, wrote their consensus on a one foot
square white board. The group answers were shared with the class via the document camera.
After reviewing the concepts and practicing some difficult computation problems, the students
created a concept map of the topics presented. The goal was for students to show the
connections between these topics as they saw them. This first draft was done by hand due to
lack of class time. The next day students with similar concept maps were grouped together to
make groups of four. Since the AP chemistry curriculum is very stringent, allowing for an
average of seven days per chapter including a two day laboratory experience the students were
given a couple of days to create an interactive review game using PowerPoint. The students
were highly encouraged to select a template from an online resource. Once their game was
complete, it was posted on the class wiki for others to use for review, this year and in years to
come.
The AP Course Audit was created at the request of secondary school and college and
university members of the College Board who sought a means to provide teachers
and administrators with clear guidelines on the curricular and resource requirements
that must be in place for AP courses. The AP Course Audit also helps colleges and
universities better interpret secondary school courses marked “AP” on students’
transcripts. To receive authorization from the College Board to label a course “AP,”
schools must demonstrate how their courses meet or exceed these requirements,
which colleges and universities expect to see within a college-level curriculum.
The hardest part of this project for most students will be creating the initial concept map.
Although the students can understand concept maps that are provided, creating their own and
understanding how topics can be and are connected is difficult. This pushes them out of their
comfort zone into using an intelligence that they do not often have the opportunity to use in
school. Even though it may be frustrating for some students, developing their spatial intelligence
is important. Technology will not be an issue for most students.
The students will be provided a link on the class wiki to the state standards covered in
chapter one (See Appendix B). Their PowerPoint should not only address the state standards but
also all of the major topics discussed throughout chapter one and demonstrate that they
understand the concepts. The rubric in Appendix C will be used to evaluate the student
presentations.
Resources
The AP chemistry students of 2010 have never had a textbook for chemistry. Provided
the reading level is not too high for the students, the textbook will be a valuable resource for
them. A variety of chemistry textbooks are available in the chemistry so it will be possible to
find one at their reading level. The students will be encouraged to use their 5 Steps to a 5 by
Langley (2010). It was requested that all students purchase this book to use in their preparation
for the AP test in May. The students who regularly used this book during the 2009 – 2010
school year passed the AP examination. 5 Steps to a 5 provides students with insider
information as it was written by two AP examiners. The authors share with the students
strategies that help them perform successfully. All of these texts will assist the linguistic
learners.
The 2010-2011 school year will be the first year that Wayland Union’s network has
upgraded to Microsoft 2007. Since a majority of the students do not have much experience
working with Microsoft 2007, http://office.microsoft.com/en-us/powerpoint-help/up-to-speedwith-powerpoint-2007-RZ010068986.aspx will be a valuable resource. This website is a tutorial
for using the basic as well as some of the advanced features of PowerPoint. Working through
parts of this tutorial at the beginning of the project will save a lot of time and questions. This
tutorial allows students to listen to someone explain the new features to them or to read it for
themselves. It also provides the students an opportunity for practicing the techniques which is
great for the bodily-kinesthetic learners.
The students will have access to the class wiki. The wiki gives students access to all of
the notes on PowerPoint, worksheets, labs, a course calendar as well as links to other chemistry
web sites. One such site is http://www.sciencegeek.net/APchemistry/APtaters/directory.shtml
such is supported by Mr. Allen a chemistry and biology educator from California. Another link
http://apcentral.collegeboard.com/apc/public/repository/ap08_chemistry_coursedesc.pdf
provides the students with released test questions from the College Board in pdf format. A link
to http://www.4tests.com/exams/examdetail.asp?eid=33 will give students experience taking AP
like questions online. Students could use http://www.chemmybear.com/stdycrds.html to make
flash cards on PowerPoint.
Creating hyperlinks can be tedious, but is a major part of developing a game. To save
time and frustration, the students will be provided with this link
http://www.pppst.com/templates.html. At this site students will find a multitude of example
games and the templates used to create them. The students will develop a review game using
one of the templates provided.
Equitable Use of Technology
Wayland Union has three computer labs available for check out: one in the media center
and two others in a separate divided room that is across the hall from the chemistry classroom.
One of these rooms will be reserved for use during the entire first week of school and part of the
second. The students will work through a PowerPoint reviewing all of the topics covered in
chapter one. The students will then be presented with the task of creating their own interactive
PowerPoint review. They will have the evening to create their concept map for the chapter.
While at the computer lab the next day, students with similar concept maps will be grouped
together. Students will have two days in the computer lab to complete their project and post to
the class wiki.
After working two full days in the media center, the groups should have their projects
completed. If a majority of the groups do not have their projects done, more time will be
allocated in the media center. For the one or two groups that may not finish at school, the
students may work on their projects at home. Many of the students involved in this course have
access to the appropriate technology at home. Those that do not have adequate access at home
will need to make arrangements to come to school early, stay after school or take some of the
lunch break to complete the project. Some time will need to be spent on teaching the students
how to link pages together and dialoguing about how all the bells and whistles available on
PowerPoint may actually detract from the desired meaning. However, with groups of four
working on the same PowerPoint, two full days in the computer lab should be enough time to
satisfactorily complete this project.
The students will then go to the media center the day before testing. While in the media
center, they will then have the opportunity to explore the presentations prepared by their
classmates. They will be required to complete the rubric provided in Appendix C as an
evaluation of their peers. An average of these scores will then be used as their project score for
this activity.
Results
The students were given the pre-test (See Appendix D) on the first day of school. The
average test score was 58.4% with a standard deviation of 14.7; a standard deviation of two or
less is most desirable. The greater the standard deviation is, the wider the range of scores. The
median test score was 60% as well as the mode. The students were encouraged to review these
topics throughout the summer on their own; however, only about half of the class participated as
it was not mandatory.
Emily was the student who scored the worst on the pretest; she only got two of the ten
questions correct. She did not participate in the online summer review course. Her behavior
during class was monitored. She was actively involved in the PowerPoint conducted by the
teacher. She took thorough notes, but did not volunteer ideas while the teacher was present when
students struggled through difficult computational problems. During the creation of the
PowerPoint game…
After completing their interactive PowerPoint review game project and playing the
review games of the other groups, the students took the test in Appendix C once again as their
post test now. The average test score was XX%. This shows that the students were successful in
learning more about the basics of chemistry. The graph below shows the pre and post test scores
of all students. Notice that the standard deviation decreased meaning the students were all at the
same level of achievement.
Graph 1: Pre and Post Test Scores for Chapter 1
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Works Cited
Armstrong, D. T. (n.d.). Multiple Intelligences. Retrieved August 2, 2010, from Multiple
Intelligences by Dr. Thomas Armstrong:
http://www.thomasarmstrong.com/multiple_intelligences.php
Corporation, M. (2010). Up to Speed with PowerPoint 2007. Retrieved August 31, 2010, from
Microsoft Office: http://office.microsoft.com/en-us/powerpoint-help/up-to-speed-withpowerpoint-2007-RZ010068986.aspx
Ebbing, D. D. (1999). General Chemistry 6th edition. Boston: Houghton Mifflin Company.
Gregory, G. (2005). Midwest Brain and Learning Institute. Holland: Ottawa ISD.
Gusman, J. (2001). Midwest Brain and Learning Institute. Holland: Ottawa ISD.
Gusman, J. (XXX). Midwest Brain and Learning Institute. Holland: Ottawa ISD.
Jensen, E. (2001). Arts with the Brain in Mind. Alexandria: Association for Supervision and
Curriculum Development.
Kovalik, S. (2005). Exceeding Expectations. New Horizons for Learning.
Langley, J. T. (2010). 5 steps to a 5 AP Chemistry. New York: McGraw-Hill.
Martin, P. (n.d.). Free Game Templates and Interactive Learning. Retrieved August 26, 2010,
from Templates at pppst.com: http://www.pppst.com/templates.html
Offutt, M. (1991, December). Chemistry Songbag I and Chemistry SongBag II . J Weston Walch
Pub.
Sousa. (2001). How the Brain Learns. Thosand Oaks: Corwin Press.
Sprenger, M. (1999). Learning and Memory The Brain in Action. Alexandria: Association for
Supervision and Curriculum Development.
Appendix A
Herrmann Brain Dominance Profile
Appendix B
Michigan State Chemistry Standards Covered in Chapter One
P4.p1A For
a substance that can exist in all three phases, describe the relative motion of the
particles in each of the phases. (prerequisite)
P4.p1B For
a substance that can exist in all three phases, make a drawing that shows the
arrangement and relative spacing of the particles in each of the phases. (prerequisite)
P4.p1C For
a simple compound, present a drawing that shows the number of particles in the
system does not change as a result of a phase change. (prerequisite)
P4.p2A Distinguish
between an element, compound, or mixture based on drawings or formulae.
(prerequisite)
P4.p2B Identify a pure substance (element
or compound) based on unique chemical and physical
properties. (prerequisite)
P4.p2C Separate
mixtures based on the differences in physical properties of the individual
components. (prerequisite)
P4.p2D Recognize that
the properties of a compound differ from those of its individual elements.
(prerequisite)
P5.p1A Draw
a picture of the particles of an element or compound as a solid, liquid, and gas.
(prerequisite)
C2.2B Describe the
various states of matter in terms of the motion and arrangement of the
molecules (atoms) making up the substance.
Appendix C
Appendix D