Hillhouse juniors observe the reaction of sodium chloride and heat. Hillhouse chemistry teacher Corazon Libao-De Leon’s lesson on the Bohr model and applying heat to atoms looked different for each of her 12 students — thanks to her embrace of a teaching method that prioritizes individualit
y and skill mastery rather than just completion.In a third-floor chemistry class Thursday afternoon, students spent their final hour-block working at their own pace thanks to the course’s use of the modern classroom approach. For the second year in a row, veteran science educator Corazon Libao-De Leon has shifted from a traditional one-size-fits-all method of teaching to one that allows students to self-sufficiently move along at their own speed. This shift has allowed students in Libao-De Leon’s classes to be more accountable for their own learning and gain real-life skills, she said.In class on Thursday, students worked for the hour on their computers, labs, or doing mastery checks to show they’ve truly understood a lesson’s content. That meant that, while one student finished up the entire third-quarter unit — which focused on visible light, flame tests, and the Bohr model of the atom — some caught up on their work after missing weeks of school, and others were on pace with the week’s lesson.Rather than lecture at the front of her classroom, Libao-De Leon worked with students one-on-one and checked in on their progress so far in the unit.In her place at the front of the classroom sits a large white board organized with sections representing the lessons for the third unit. The students use a public accountability tracker to demonstrate where they are in mastered lessons in the unit. Every two lessons the students do a “mastery check” quiz to test their understanding. Once they pass, they can move their name to the next lesson box with their classmates. On Thursday, students immediately began working at their respective paces by using their Chromebooks to watch recorded lectures made by Libao-De Leon and lab tutorials. Since her transition to a modern classroom approach, Libao-De Leon has shown her students this explanatory video of why the approach is beneficial. She tells her students, “We do this because we want to respect your individuality as learners.”This year, two English teachers at Hillhouse also began using the modern classroom approach, so Libao-De Leon is no longer the only one at the high school using that method.Under classroom posters of the periodic table, atoms, and modern classroom tips worked Hillhouse student Samatha, who used a spectroscope to measure different spectrums of light from the classroom windows, a fluorescent bulb, and an incandescent bulb. Meanwhile, a trio of juniors worked together to draw out a Bohr atomic model of a calcium atom. Before identifying that they were making a calcium atom, juniors Alexis Rodriguez, Abidan Gomez, and Andy Martinez were given the hints “atomic #20” and “mass #42.” “Put your brains together and talk,” Libao-De Leon instructed. The trio handed dry-erase markers to each other as they each drew electrons on four energy levels. Alexis, Abidan, and Andy next moved on to the second part of Thursday’s lesson, an inquiry/discovery lab looking into the relationship between the Bohr model and the reaction of light when heat is applied. As the group worked, they documented their observations on their phones and took photos of group members contributing to the work so that they would be able to share them with Libao-De in Google Classroom.While suited up in safety gloves and goggles, Alexis, Abidan, and Andy used a burner to test and observe the different reactions of chemicals like sodium chloride, lithium chloride, and copper(II) chloride. To test the six chemicals’ reactions, Alexis turned the burner on, Abidan held the stick doused in each chemical over the flame, and Andy took photos of the reactions. They each guessed which color would appear before holding the chemical over the flame. From a green flame reaction with copper chloride to red for lithium chloride, the trio questioned what was happening to the chemical’s atoms when it was put over the flame. Libao-De Leon later explained that the Thursday lab was an inquiry/discovery lab within the lesson, which will next task the students with conducting research on the results of their experiment. The goal, she said, is for the students to couple their understanding of the Bohr Model with their Thursday discoveries to explain how fireworks work and later understand the “chemistry of stars in the universe, the Aurora Borealis, and other natural phenomena involving colors and lights.”This year is Libao-De Leon’s eighth year at Hillhouse and third decade teaching high school science classes. She previously taught for ten years in the Philippines and 13 years in Texas before teaching in New Haven. Despite being a veteran educator, Libao-De Leon said two years ago she was looking for a new teaching method that would better suit students’ needs and the support she can provide to high schoolers. She said the modern classroom approach has allowed for that, from the public-facing tracker that holds students accountable and committed to growth to the one-on-one opportunities it provides during the class period. She recalled teaching in a traditional manner at the front of class, lecturing students and having no way of checking in on what they’re all understanding. Now, once students watch the video of her lecture at home or in class, she’s able to monitor their learning and support them in real time with what they may not understand immediately. The tracker also helps Libao-De Leon know which particular students to work with one-on-one during the class period. Libao-De Leon said so far she’s seen the approach re-instill students with a “respect for learning” and self-empowerment. When one student saw that their recent absences caused them to fall weeks behind, they spent Thursday’s period completing four lessons with one-on-one support from Libao-De Leon. Each lesson has soft and hard deadlines set by Libao-De Leon. When assignments are not submitted before their hard deadline, students are penalized but are still able to complete the lesson up until the end of the marking period. The third marking period ends the first week of April, Libao-De Leon reminded Thursday’s group. She concluded that her goals are to help her students to be aware of how they use and manage their time, have disciplined focus, and really take ownership of their learning.“It’s not about grades sometimes, but [rather that] they commit to doing what they need to do,” she said. When it comes to the modern classroom approach, Libao-De Leon said, “for me there’s no turning back” because the routine allows her to reach more students. She thanked her school’s administration and the district for providing her with the opportunity to use the teaching method.Alexis, Abidan, and Andy working on the Bohr model of calcium. ...read more read less
