Pivot Interactives

Pivot Interactives Blog

Science teaching ideas, videos, and education research, from the team at Pivot Interactives.

Meet the Pivot Interactives Chemistry Teacher Fellows 2018 Cohort

When we began developing our new chemistry content, we knew we’d need a team of experienced and innovative chemistry teachers to help test and refine new ideas and methods. We identified and recruited a cohort of outstanding teachers and convened the Pivot Interactives Chemistry Teacher Fellows. Here’s our 2018-19 cohort, a team of standout teachers who are helping shape the use of interactive video for chemistry instruction.

Marta Stoekel-Rogers teaches a conceptual level chemistry course at Tartan High School in Oakdale MN. Marta uses Pivot Interactives for her physics teaching, so she understands the potential of interactive video, and is in a great position to help adopt the idea to chemistry. We know that Pivot Interactives is engaging for all levels of science students, Marta’s work with on-level students is very useful in fine tuning our activities for this student group. Marta is an expert on active and hands-on learning. Her insights on using Pivot Interactives for chemistry and physics have helped develop new features and activities that will benefit all our users.

My favorite activity so far has been the Gas Laws: Pressure vs. Volume. The expanding soap bubble is the kind of concrete visual a lot of my students need and it enabled students to collect their own data on an experiment that just isn’t feasible in our classroom.
— Marta Stoekel-Rogers, Tartan High School, Oakdale MN

Tanya Katovich teaches Honors Chemistry at Hoffman Estates High School in Hoffman Estates IL. In addition, Tanya is a nationally-recognized expert on teaching chemistry using the Next Generation Science Standards (NGSS). Tanya’s vision for the power of Pivot Interactives as a tool to teach NGSS has resulted in a series of activities that enable teachers and students to explore and discover connections and patterns in nature.

photo: Patrick J. DeGeorge

photo: Patrick J. DeGeorge

I like to use Pivot Interactives for homework to make our class activities more meaningful. While using Pivot Interactives students have an opportunity to practice graphing skills, engage in experimental design, and interpret real data. It’s a richer experience. They come to class asking the questions that lead to our next discussion topic.
— Tanya Katovich, Chemistry Teacher, Hoffman Estates High School Hoffman Estates IL

Ben Meacham teaches chemistry at Prior Lake High School in Savage, MN. We recruited Ben because of his expertise in authentic assessment and his students’ use of scientific reasoning in class discourse. Ben has been working on Pivot Interactives as a method for authentic assessment, and also in combining particle-level instruction in Pivot Interactives activities.

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I love that Pivot Interactives allows me to easily customize authentic learning experiences for my students in ways that simply can’t be done with a worksheet. It gives me freedom to create interactive activities to deepen understanding, or serve as a meaningful alternative to a traditional assessment.
— Ben Meacham, Prior Lake High School, Savage MN
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Lynn Swanson teaches AP Chemistry at Stillwater Area High School in Stillwater MN. Lynn is a master at using technology to help students understand chemistry. Her knowledge of chemistry and pedagogy make her an ideal contributor to help maximize the effectiveness of Pivot Interactives as a learning tool for advanced high school chemistry. Lynn has been particularly helpful in fine-tuning the level of scaffolding in our activities to find the sweet spot where students must think on their own, but have the tools and knowledge available to do so.

Pivot Interactives are great at helping students see macroscopic evidence to help understand abstract chemistry concepts. My favorite Pivot Interactives activity is Beer’s Law. It changes colorimetry from an abstract lab where students literally rely on a black box, to an opportunity to visualize how concentration affects light transmission.
— Lynn Swanson, AP Chemistry, Stillwater High School
Peter Bohacek