Edx Submission

1. A 'hook' to engage the students at the beginning of the session.
2. Use of a behavioural or educational theory that motivates Deep Learning (e.g. constructivism, Socratic method...).
3. Incorporates a technological tool that facilitates active learning (e.g. Interactive whiteboard, Padlet, Kahoot, Prezi, Voicethread, Wipster...).
4. One of the following tools for social learning: peer teaching, collaboration, project based learning, use of experts.
5. Evidence of autonomous student learning.
6. Evidence of feedback to students which demonstrates the principles of effective feedback.

Context: Year 9 (Age 15-17) chemistry class

This sequence is part of the regular chemistry lessons with students who did not succeed in comprehensive school. The students know that oxidation means "something" with oxygen and have a basic understanding of "reaction"

As a hook an ugly old aluminium pot and some aluminium powder will be presented to the students. Questions about the pot will immediately arise, why are there so many ugly white areas? What did you do to this poor pot? And so on. Questions about the powder will also immediately arise, why did you bring that? Can we ignite that? Something along that lines. The teacher will softly shape this questioning into accountable talk which will automatically without intervention touch the important aspects of oxidation and result in one ore two Big Questions written down to be tackled during the rest of the session. (E.g. can oxidation be useful? Slow or fast? Dangers?)

The approach is constructivistic since much room is included for the students to build upon their funds of knowledge and to shape the learning outcome according to their interest and prevailing ideas.

In the second part students will be presented with four experimental activities (e.g. iron wool oxidation, thermite reaction, luminole reaction, carbon monoxide alarm) regarding oxidation with some added background information written on posters in corners of the room and asked to walk around and read them. The students are asked to form groups (one group per activity) which will work out and prepare to guide the class doing their chosen activity, read and explain background about that activity to the other groups and develop a short written exam, all with the help of a project plan handed out to them and the teacher and some higher grade students being available as consultants upon request. It will not be enforced that there are four groups, but at least two groups should form. Activities that don't find a group are simply canceled.

Each group will work to document their progress and material for presentation (photos e.g) in a padlet which will be used for presentation and to provide material to the other students.

In the third part each group will explain their experimental activity to the others and guide the rest of the class (the other groups) doing the experiment and coming to the central conclusion of that experiment. The instructor will only intervene when necessary for security reasons. The instructor will carefully try to hold up the principals of accountable talk when discussions happen but feeling responsible and feeling in charge is more important in this phase.

In the fourth part every student chooses from the available exams developed by the other groups which one he wants to take. Each written exam is then graded by the group which developed it.

Final part will be a yarning circle with the focus question: what happened, what went well and what were the points to improve.