There is quite a difference between the way I thought I would teach chemistry compared to the way C prefers to learn. C is very visual-spatial in his thinking. He absorbs knowledge when he can see it and touch it. He doesn’t mind listening, but he can’t just listen – there has to be a visual component, or lots of space to wiggle and jump around. And when he’s excited by a new idea he gets very loud! Which is a joy. He also loves to play with an idea – to absurdity if possible.
This makes putting together a chemistry curriculum in the more formal way a problem. But it also gives us great scope for experimentation. Afterall, where else can you go? Continue reading “Putting Together A Chemistry Curriculum”