Annenberg Learner: The World of Chemistry

The Annenberg Learner offers many resources for both teachers and students.

The World of Chemistry is a video series for High School or College Chemistry students. They can watch the video at their own pace to clarify concepts discussed in class. Although the series can be used on their own, I use it as a supplemental material to the Chemistry curriculum.




Google Slides is my go-to tool for creating presentations. It’s also a wonderful tool for my students to collaborate on a presentation. However, there is no way to record a presentation directly on Google Slides. Thus, I have my students export their Google Slides as a PDF, then upload the PDF to VoiceThread to record their presentations. It works well with face-to-face classes, but even better for online classes for the annotation and voice comment abilities.

Here’s an example of a student-created VoiceThread from my Global Health class in Fall 2015.





Evernote is my go-to note taking app. The company’s motto is “Remember everything”. I can create notes with text, pictures, PDF, etc. I can access these notes from anywhere with internet connection. I love the ability to tag each note with keywords for ease of search. I can also organize notes into folder. And I can share notes and folders with others for collaboration.
When I see an article I would like to read later, I use the Evernote Web Clipper (extension on Chrome) to save it to my Evernote account to read later.
I use Skitch on both the MacOS and iOS to annotate images or screenshots.
I use Scannable to quickly make digital copies, then save to Evernote.




Are you looking for a tool to record a screencast? Screencastify is an easy to use tool for recording direction in your Chrome browser. The recorded video can be saved onto your Google Drive, downloaded to your computer, or uploaded directly to YouTube.

And did I mention it’s free (for up to 10min recordings)?


What Online Courses Teach Us About Face-to-Face Learning

I am now in my third year teaching online courses for the Global Online Academy. Through this experience and also from my online masters in education program, I have learned a number of good teaching strategies that work in both online and traditional classrooms. Here are some tips I picked up from my online teaching that have helped me improve my face-to-face courses.


Provide clear directions

From the start of the course, it’s important to be clear about guidelines and expectations. Directions for each assignment need to be clear and properly scaffolded. How directions are written is just as important as how they are organized and presented. For long term projects, try bringing the project up into smaller portions and give each portion a due date to help keep track of student progress. Once a student is confused, learning will often stop and it may be hard for that student to become engaged in the class again. In addition, clear directions and expectations can help avoid student confusion and save a lot of your time answering clarifying questions via e-mail or text. It also helps to include screenshots and examples of assignments to set expectations.

Make face-to-face meetings meaningful

In my online courses, I meet with my students synchronously for 30 minutes to 1 hour every other week. I have to make sure I use that time wisely. Often, this is the only time in the course when my students are connected in real time. Thus, this is valuable time for my students to dialogue with one another. During our Skype session, I often give prompts connected to a current topic for students to discuss.

In a face-to-face setting, I build in time for students to collaborate and dialogue with each other, especially when working on group projects. Students have found it useful to use class time for group work. Consider what you would like students to accomplish during the class meetings. How can you build a sense of community with your students while making stronger connections with them? Take advantage of the students’ presence to make their learning active and collaborative. Remember that learning is a socially mediated process.

Assess higher order thinking skills

Because students can access just about any type of information online, assessments can be tricky. I have opted to give more open-ended questions instead of factual questions for assessments. I grade students’ answers on how they are able to explain their thinking process and support their answer rather than whether they got the fact correct. Open-ended questioning allows students to demontrate their higher-order thinking skills. It not only assesses conceptual understanding, but also students’ abilities to analyze, evaluate, and solve problems. Consider using higher level verbs in Bloom’s Taxonomy when writing up assessment questions.

Use technology with a purpose

Many tools are great, but consider whether they are necessary. Is there an easier way to do it? Even though our students may be digital natives, not all students are tech savvy. If it takes more than a few steps to complete an assignment, it may hinder some students from completing it. It can result in frustration, which can negatively affect the course content and students’ ability to learn. When in doubt, always err on the side of keeping things simple.

Provide frequent feedback

In my online course, students do not get to see me and get feedback from me in the classroom setting. Thus, feedback through Canvas is the only way they know how they are doing in the course. I had to get into the habit of giving frequent small feedback, both to applause and to critique their work. My students found that the frequent feedback has put them at ease since they know exactly where they stand or need improvement.

In my face-to-face class, I make sure to provide frequent feedback by grading their assignments as soon as I can. I use the time in class to dialog with students about ongoing assignments and their progress in the course. Through Canvas, the instant I give a student feedback, he or she can review it online. Students don’t have to wait until next class time to get their assignments handed back. Feedback helps students know what their strengths and areas for growth are. For long term assignments, it’s especially crucial for students to know whether they are on the right track.


Teaching online has helped me to become a more responsive, empathetic, and compassionate teacher. It also helped me tailor my courses to the needs of my students. I have learned to take advantage of my class meetings to build a community of learners and to provide ample opportunities for collaborative learning.


iPadogogy @ Punahou Lab School

I have been fortunate to be a part of the Punahou Lab School this week for the iPads and Personalized Learning workshop. Wow, what a week it’s been!

My cohort group was composed of STEM (science, technology, engineering, and math) teachers in middle school and high school lead by awesome facilitators – Kimble (KSBE) and Josh (St. Andrews). My role as the CRT (Curriculum Resource Teacher) is to help the facilitators and the participants with their tech needs as well as scheduling tours in summer school classrooms currently using iPads.

Many of the teachers teach at various schools in Hawai‘i. We also in our cohort group, 3 math and science teachers from RDFZ in Xishan, China – an Apple Distinguished School. These Chinese teachers have already been using iPads and MacBooks in their classes. It was a great experience to work with all of these teacher this past week.

Our teachers coming from different settings -some have classroom set of iPads, some have 1:1 iPad programs, some have a few iPads checked out once/twice a week. With that in mind, Kimble and Josh proposed this challenge for the cohort: “What is your iPad identity? How will you use the iPads in the classroom?” In order to address the different needs, the facilitators opted to present a mix of demonstrations on various apps as well as touching on current educational technology theories: SAMR, TPACK, Game-based Learning, and Jane McGonigal. We also spent time visiting many classrooms at Punahou: middle school Animation Sensation (making stop action movies), several middle school math classrooms, a high school math classroom, a high school Biology classroom using 1:1:1 (MacBook and iPad),  and a high school Asian History classroom using 1:1:1 (MacBook and iPad). Each day, Kimble took a group of teachers to Kamehameha School  and Josh took a group to St. Andrew’s Priory to visit additional classrooms.

I was inspired by the energy, passion, and motivation of all these teachers in our cohort and those we visited. Reflecting on the Biology curriculum that I have taught, students have always struggled with the photosynthesis and cellular respiration. I found a couple of ready made photosynthesis NearPod presentations that I can use. I decided to make a NearPod presentation to explain cellular respiration with embedded videos and interactive polls. These NearPod presentations will be used in conjunction with the Elodea Lab for photosynthesis and cellular respiration.

I’m also toying with the idea of having students do vlog (video blog) as a way for them reflect on their journey through Biology. I find that I get to know how my students learn better through their reflection. I’m hoping that these ideas will help to engage and motivate my students in Biology.