The project has underscored the importance of active learning strategies. By encouraging students to participate in discussions, conduct virtual experiments, and collaborate on problem-solving tasks related to organic chemistry, I have observed increased engagement and understanding. The utilization of educational technology applications such as Kahoot, Nearpod, and Poll Everywhere has facilitated real-time sharing of student understanding and reflections, creating a dynamic and collaborative learning environment.
A key takeaway from this experience has been the significance of providing multiple avenues for understanding. The Universal Design for Learning (UDL) approach, which caters to diverse learning styles, has proven particularly effective. As a focus group participant, I had the opportunity to implement this method and observed notable improvements in student enjoyment and comprehension. For example, during the organic chemistry module, students explored structural differences between various organic compounds using 3D models, making abstract concepts more tangible.
The Open Educational Resources (OERs) developed by the CL4STEM project, particularly those led by teacher educators from Samtse College of Education, have been highly relevant and practical. However, it is important to acknowledge the ongoing challenges related to infrastructure, such as access to stable internet connections, computers, and projectors in schools. Despite these limitations, I have experienced significant growth in my cognitive, psycho-motor, and affective skills as an educator.
In conclusion, the CL4STEM project has been a transformative experience in my professional development as a chemistry teacher. I am enthusiastic about applying the knowledge and skills gained from this project to enhance my teaching practices and to better prepare my students as future scientists and problem-solvers for our nation
