Naomi Hennah
With a background in biochemistry, specifically microbial genetics, Naomi trained as a chemistry teacher. Over more than 15 years of teaching she has become increasingly aware of the impact that language has on the learning and teaching of chemistry. She has a master's degree in education (applied linguistics).
Naomi's classroom research is focused on oracy as a tool to build both familiarity and understanding of the language of chemistry. She uses collaborative learning and oracy pedagogy to encouraging students to think about and explore their understanding of chemical concepts. Through these techniques she strives to connect practical work with its underlying chemical concepts and facilitate active learning.
FeatureMake the most of practical work
How to use reverse storyboarding and lab roles to optimise practicals
- Resource
Reciprocal reading task: agriculture and ammonia | 14–16 years
Provide context and help build cultural and science capital, while improving learners’ reading skills
- Ideas
Sustainable use of terrestrial ecosystems
From synthesising ammonia to keeping your school laboratory green, here’s how to link UN Sustainable development goal 15 to your teaching
- Ideas
How to choose the right practical simulation
Make sure you pick the right virtual practical for your students by asking yourself these 6 questions
- Review
Teaching chemistry in higher education, Seery and McDonnell
Not just a tribute, this book is a great introduction to chemistry education research and a practical guide for all involved in chemistry education
- Ideas
Debate in the chemistry class
Cross-disciplinary discussion supports critical thinking and reasoning skills
- Ideas
Help students connect observations to theory
Talking activities that give a deeper understanding of practical work
