What is the best way for a chemistry teacher to maximize student learning with only 15 minutes left after an assembly?

Maximizing student learning within a limited timeframe, such as 15 minutes, can be effectively achieved by preparing a fun, challenging learning activity. Engaging students in an interactive and enjoyable way not only captures their attention but also promotes active participation, which enhances retention of the material. Such activities can include quick experiments, group-based problem-solving, or hands-on demonstrations. These approaches create a stimulating learning environment that encourages curiosity and collaboration among students.

In contrast, while conducting a fast, in-depth chapter review may seem beneficial, it typically requires more time and can lead to information overload rather than deeper understanding. Beginning a previously planned lesson might not align well with the students’ current mood or focus level following an assembly, which could detract from effective learning. Lastly, reviewing classroom behavior expectations, although important, does not directly contribute to the acquisition of chemistry knowledge or skills and is less likely to inspire enthusiasm for the subject matter. Therefore, a fun and challenging activity is the most effective means of maximizing student engagement and learning in this scenario.