Teaching and Learning Strategies in Double Indicator Titration: An appraisal of Chemistry Teachers

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TALLY

YES

NO

REMARKS

Lesson Introduction

1. Teacher asks students to explain what is an acid – base titration

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2. Teacher asks students to provide the names of the two most common indicators used in the laboratory

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3. Teacher raises questions about the colour change at the end of titration between HCl & NaOH using methyl orange indicator

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4. Teacher raises questions about the colour change at the end of titration between HCl & NaOH using phenolphthalein indicator

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5. Teacher observes and listens to students as they express their understanding of acid – base titration

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6. Teacher group students together to form five students in a group

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7. Teacher insists that students take his suggestions during chemistry lessons

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8. Teacher supplies each group the materials needed for the task

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9. Teacher writes the instructions clearly on the board for students

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Lesson Development

10. Teacher moves from group to group

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11. Teacher asks students to explain what they are doing

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12. Teacher makes sure that every student in a group participate fully in the task

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13. Teacher moves from group to group the second time to ensure that every equipment has been fixed in its right position?

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14. Teacher asks leading questions for students to identify the colour change after each titration

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Lesson Application

15. Teacher asks for the average volume obtained by methyl orange group (V0) and that obtained by the phenolphthalein group (V1)

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16. Students discusses the average volumes obtained by the two main groups, V0 and V1

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17. Students make 1 minute presentation of why V0 = V1

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18. Teacher asks questions to summarize the lesson

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19. The evaluation questions posed by the teacher cover all the performance?based objectives

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20. Teacher gives take- home assignment

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