Keeping students engaged | Reflections from teaching chemistry online

Resource from Navitas

by Ako Ayuk Manase



As a researcher and teaching scientist, Ako enjoys sharing his love for chemistry with students, teaching Foundation Life Sciences Chemistry at the London Brunel International College (LBIC), as a pathway to degrees in Bioscience, Psychology, Sports Science and Environmental Sciences. Ako shares his reflections on his approach since transitioning to remote teaching and participating in Navitas L&T professional development.


Teaching and stimulating students’ interest in chemistry in an online environment has been a steep learning curve for me. However, despite the initial disruption as we transitioned to online teaching, it has been relatively easy to manage, thanks to adequate communication with students, as well as the continuous professional development for academics offered by Navitas. Indeed, participating in TEN modules such as Teaching in the Navitas Context, has enhanced my teaching techniques and improved my understanding of students. It has helped me develop and adapt my teaching to suit their needs, incorporating interactive teaching and group tasks to improve their understanding and enhance the overall online learning experience.

Getting Started; Building Rapport; Interactive Learning and Student Engagement; Formative and Summative Assessment



Reflections


These approaches have not only made me a more effective and reflective teacher, but have also improved the student outcomes (increased pass rates, class average and number of students achieving an “A”) and resulted in very positive student feedback. It was very pleasing to see that the students noted the efforts made in making the content relevant, accessible and engaging; the dedication and support provided to students individually; and my commitment to ensuring every student achieves the best they can.




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