There are many ways to do that for your class. First, the functional groups identification and transformations are to be known along with the concepts of protection-deprotection with their characteristic applications for specific situations and chemical properties need to be clear to students. The next step involves finding a disconnection approach or, a retrosynthetic scheme development for the target product. Start with small size, one or two component conjoined template to develop the approach and flair. Increase the levels of difficulty with numbers of the functional group joining through chemical reaction to yield the connected entity of the disconnected synthons/fragments. Interconversion of functional group and types of addition, substitution, oxidation and reduction reactions are to be well understood by the students and they need to independently employ these reactions and concepts. The newest format is the knowing of naturally occurring biogenetic steps to deduce a synthesis. There is a textbook available on 'disconnection approach' to making the learning (and teaching) easy.
Organic Synthesis: The Disconnection Approach: Stuart Warren and Paul Wyatt published by the Wiley. There are other books, and workbooks are also available, please check online.
There are many ways to do that for your class. First, the functional groups identification and transformations are to be known along with the concepts of protection-deprotection with their characteristic applications for specific situations and chemical properties need to be clear to students. The next step involves finding a disconnection approach or, a retrosynthetic scheme development for the target product. Start with small size, one or two component conjoined template to develop the approach and flair. Increase the levels of difficulty with numbers of the functional group joining through chemical reaction to yield the connected entity of the disconnected synthons/fragments. Interconversion of functional group and types of addition, substitution, oxidation and reduction reactions are to be well understood by the students and they need to independently employ these reactions and concepts. The newest format is the knowing of naturally occurring biogenetic steps to deduce a synthesis. There is a textbook available on 'disconnection approach' to making the learning (and teaching) easy.
Organic Synthesis: The Disconnection Approach: Stuart Warren and Paul Wyatt published by the Wiley. There are other books, and workbooks are also available, please check online.
Hi,
Please check out the following links for ideas.
http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?issueID=12910
http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf
http://www.nhadulted.org/grants/A11_Developing_Critical_Thinking_Skills.pdf
Well, from the point of the method of teaching & evaluation of the synthesis of thinking as well as an evolution of critical thinking phenomenon in students where criticality, analytical prowess and ability to process information and use of the acquired knowledge are concerned, there are a lot of resources available on the net. These attributes can be applied based on the baseline condition of your class. Some of the resources Malini has pointed out. Few of them can be initiated into and are here: http://www.mhhe.com/socscience/philosophy/reichenbach/m1_chap02studyguide.html and http://eduscapes.com/tap/topic69.htm including Bloom's Taxonomy. Hope this puts a line. The earlier answer was deeper into Organic Synthesis skills, probably owing to the phrasing of the query!
Thank You & All the Best!
First of all, we must be sure that everybody understood the issue. Afterward, you can stimulate the discuss among the students, pay attention if there is any lack thinking, so that the main idea had became clear and simple.
Thank you
In the process of making the synthesis is essential to keep in mind that a synthesis is written where the main ideas of a text are presented after analysis and understanding. These ideas are consistent with the opinion of the author and helps a better understanding thereof to facilitate their understanding or study, so they are expressed in the words of the person writing the synthesis.
In the classroom environment, you can use the concept map to generate ideas (brain storming, etc.); design a complex structure of texts and from them to analyze the different ideas that contribute to the construction puean synthesis. This way you can assess understanding or diagnose misunderstanding; explore the prior knowledge and misconceptions. In the end it will also promote meaningful learning to improve student achievement and measure the understanding of concepts.
You can use debating as an assessment activity in which students would be required to synthesize information read in defending their arguments. The attached gives an idea of such synthesis.
Best regards,
Debra
Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...
Dear You Have did not describe that what you want to measure curriculum based and what kind assessment do you want first design Rubric learn more about rubric detail in this http://rubistar.4teachers.org/index.php you can different assessment depends upon what you want to measure like you can use diagnostic assessment ,or summative or formative assessment depends upon what you want to measure....
If I have understood your question corectly then you might find it useful to look at the huge literature on design education and design thinking. Here students must be carefully taught both analytical skills and to synthesise. They need to be combined carefully to develop creativity. You could begin with my major book How Designers Think or my more recent book Design Expertise both of which discuss these issues and have substntial refences to follow.
No comments now...too busy correcting student papers, but will follow the discussion.
- Badges
- Science topic
- Similar topics
- Education
- Teacher Education