Emily Rose Seeber
Emily is a chemistry teacher based in Norfolk. She is a feature writer for for Tes and keeps a blog. She is interested in a wide range of areas, but is currently carrying out three pieces of action research: ditching sets for mixed attainment grouping; the use of collaborative problem solving to engage girls in chemistry and physics; and the impact of departmental planning on the development of professional learning communities.
Emily is passionate about philosophy, and is in the process of making a massive open online course (MOOC) on the history and philosophy of science. She is currently studying for a master's in teacher education at the University of Oxford.
MathsHow to approach graphs in chemistry
Help your students turn graphs from pictures into mathematical objects
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Encourage pupils to examine the evidence
How to structure lessons to get your students to look at ‘the science’ and pick out supporting reasons
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How to use a visualiser for successful lessons
From zooming in on chemical phenomena to explaining marking schemes, try these teacher-tested approaches
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Working with standard form
How your students can master standard form to help them solve chemistry problems
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Help students grasp the evolving nature of science
Students are expected to understand that scientific knowledge develops based on new evidence – here are four ways to illustrate how science advances
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Quick wins to deepen students' grasp of practical procedures
Approaches that build students’ understanding of practical work over time
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Enabling students to learn from practical work
Design your practical course for deeper student understanding
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Help students evaluate experiments
Tips to get all students suggesting improvements to practicals
