![]() There is not much room to differentiate instruction based on students’ interests, learning styles, and readiness, which are critical elements to consider in attempting to address the diverse needs of students (Tomlinson, 2014).Įducators have been working to break this lecture-centered instructional model by shifting the focus from the curriculum-driven instruction to student learning needs to drive instruction. Teachers’ instruction is largely driven by the amount of material to cover before the test at the end of the unit. Teachers make their best effort to keep the class on schedule. Students’ additional questions are more likely to be left unanswered due to the lack of class time. The next day, the teacher will collect and briefly review the homework assignment. The teacher may be acutely aware that many students do not understand the day’s lesson, but does not have the time to meet with them individually during the 50-minute class period. ![]() In assuming a micro perspective of teaching, educators’ efforts to move beyond lower levels of Bloom’s Taxonomy can be difficult within limited class-time constraints. Students are more likely to locate information for their own learning purposes through this pedagogical framework. Additionally, direct teaching lecture methods fail to consider students’ self-directed learning tendencies. Students have become accustomed to learning with digital devices and multimedia. Direct teaching methods consisting of lecture and auditing are not well aligned with the ways modern students improve their literacy skills. Traditional norms of direct teaching methods have faced various challenges to meet students’ needs in advancing knowledge to become 21 st century global competitors. It will describe how a flipped classroom model approach can help educators meet long-standing challenges while supporting teachers in meeting the diverse needs of their students. Ionic compounds are named by placing the cation name before the anion name, like lithium fluoride and sodium chloride.This first section will highlight current challenges in education. Likewise, sulf ate refers to SO 4 2- while sulf ide refers to S 2. For example, nitr ate refers to NO 3 – while nitr ide refers to N 3. Polyatomic anions containing oxygen end with -ate. For example, nitrogen forms nitr ide, oxygen forms ox ide, and fluorine forms fluoride. Monatomic anions formed from non-metallic elements are named by replacing the ending syllable of the element name with -ide. If a transition metal can form different cations with different charges, the positive charge is indicated by a Roman numeral in brackets that come after the name of the metal. Here is a list of common polyatomic ions and their names: Chargeīesides hydroxide, polyatomic anions containing oxygen end with the suffix -ate.Ĭations formed from metallic elements have the same name as the metal, like sodium ion, calcium ion, and aluminium ion. There are also polyatomic ions: charged particles formed from multiple atoms covalently bonded to each other. There is an overall positive charge, as the central nitrogen is short of one electron, making it isoelectronic as carbon. Metallic and non-metallic ions are monatomic ions: charged particles formed from just one atom each.ĭot-and-cross diagram of ammonium, a polyatomic cation. The number of electrons gained is the difference between an octet and the number of valence electrons.Ĩ. Non-metallic elements gain electrons to complete their octet, hence forming negatively charged ions. Metallic elements lose their valence electrons (as bolded in the table) to achieve the noble gas configuration, hence forming positively charged ions. They do not include the transition metals between group II and III. Main-group elements are those in groups I to VII, and group 0 (noble gases). Given that metallic ions lose electrons while non-metallic ions gain electrons to achieve the noble gas electronic configuration, we can use this as a rule of thumb to predict the charges of main-group elements. Amongst them, metallic ones are in blue, while non-metallic ones are in red. Predicting the charges of common ions in an ionic compound Main-group elements in the first four periods are those highlighted.
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