The conference blog has reported on some interesting topics/conference events and sights to see in Philadelphia, but you’re disappointed that you won’t be able to attend this year—the economy, schedule conflicts, time constraints, etc. So here’s an offer you can’t refuse. I’m a “free agent” at the conference. Other than a few must-see general sessions, my schedule is open. So let me know via a comment if there is a hot topic in your school, with a brief context as to why it’s “hot.” I’ll be your avatar and attend some sessions on the topic. I’ll report back via the MsMentor blog after the conference.
I’ll even eat a Philly soft pretzel on your behalf!
One such location is the 
available for viewing that help connect chemistry to everyday life.
I’d be interested in seeing any formal research on the topic, but I’ve observed many teachers with 10 to 15 years of experience develop the same feelings. They have a good repertoire of teaching strategies, and they are comfortable with their content knowledge. Although they are very confident in their classroom role, they feel a need to explore additional ways to contribute to the teaching and learning processes.
Science for all
This article Universal Design suggests purposeful design of instruction and facilities that will meet the needs of a greater number of students. The author notes that “when UD principles are applied to the classroom, content is presented in multiple methods.” I’m curious about possible connections between UD and differentiated instruction. After reading the article I followed the link to the University of Washington’s DO-IT website to learn more. It appears that many of the things we already do in classrooms (e.g., wait time, posting assignments on the board, avoiding jargon, using large type on projected material) fit into the strategies of UD.
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