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This chapter has a particular focus on resources to support teaching chemistry. This chapter considers the role of teaching and learning resources, and how these may be either designed or curated from what is already available. The value of belonging to teaching communities that share resources is discussed. This chapter explores how learning resources – including textbooks – can be used to provide scaffolding for learners and exemplifies how this might work in terms of developing exercises that support learner progression. It is also considered how some activities to reinforce core learning can be set up as ‘games’ to produce engaging activities that can be used within or beyond class. The importance of teaching with non-examples as well as examples is discussed, and the principles of setting up sets of exercises that can offer a form of internal scaffolding, as well as differentiation, is illustrated. Two especially flexible approaches are discussed in some detail, DARTs (directed activities related to texts – as an alternative to note-taking) and concept mapping. Examples of a range of different forms of DARTs are illustrated. The flexibility of concept mapping as a teacher planning tool, an assessment tool and a study tool is discussed.

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