(1) begins class sessions with a clear statement about the lesson’s objectives and place in the progression of course
(2) designs and implements varied activities in each class period
(3) brings each activity to closure effectively and transitions intentionally to subsequent activities
(4) ensures that students are using technology and tools effectively
(5) concludes class with a summary and clear tie-in to the next class
(1) begins class sessions with a clear statement about the lesson’s objectives and place in the progression of course
Here is how I start the beginning of each class:
- Lesson topic and agenda is projected on the screen as students enter class
- I wander around the room saying hello to students, getting lab ready or possibly answering emails etc
- When I’m ready to start class, I walk the front of the room (same spot everyday)
- This develops a consistent expectation from students and comes from a training on ENVoY
- I ask if there are any questions. Over the course of class I encourage them to ask questions about homework, application of class topics outside class, biology topics from the news or other questions that help us get to know each other
- Then we move to the second slide with introduces the objective of the class and start moving through our agenda
(2) designs and implements varied activities in each class period
General class format includes three main activity types:
Lecture/discussion, Lab/activity/modeling, open work time
These are used in various combinations to keep the overall progress of class moving forward while also providing a variety of experiences that enable all students to find a place to connect.
Other specific activities that are utilized throughout the year
- Exploration and Observation – Samples below
Pond Identification Microscope example student 1 Microscope example student 2 - Class Discussions – pairs, table groups, whole class
- Modeling activity – Images to the right show various DNA models we use and explore in class
- Games and Simulations – students can keep playing during open work time
Protein folding game RNA folding game PHeT simulations - Videos and Music – here are a couple of videos we watch in class and discuss throughout the year
Evolutionary Development Process of PCR Entropy and Time
(3) brings each activity to closure effectively and transitions intentionally to subsequent activities
Closure doesn’t always mean the same thing, but here are the principles I try to implement to increase the likelihood students will carry the learning forward and make as many connections as possible.
- Students always know what they should be doing and why
- Students are reminded to look for connections to our Major Themes
- Students understand how the current topic or activity related to the current unit
- Students know which specific aspects of the current activity will potentially be on the test
- Students understand when the topic or activity is intended to be inspirational or illustrative of the potential biology has
(4) ensures that students are using technology and tools effectively
Students get a lot of experience with various aspects of technology in biology class. They are allowed to use anything they see appropriate for class. For example, they are allowed to use their cell phones. However, they need to be able to explain why the tool the are using is increasing their ability to learn biology
Here are just a few examples of technology from class:
- Emergence Project – Videos produced to illustrate an emergent property of biology
- Fold it – protein folding game EteRNA – RNA folding game – shows gaming application
- Research papers – Student Sample – mental health Student Sample – behavioral genetics
- Skills Tests – Used to test proficiency for different skills most of which involve some sort of technology
- Biology specific technology like Micropietters, PCR Machines, Gel Electrophoresis etc.
One lab we do involves inserting DNA into bacteria that enables them to glow, some students then choose to use the bacteria to do petri dish as are shownin the images to the right
All images on this page are pictures taken by me of lab equipment, technology and student products produced in class.
(5) concludes class with a summary and clear tie-in to the next class
I will admit that the end of class is probably my biggest challenge. We often get caught up in what we are doing, and the end of class comes as a surprise. I’ve tried a few things to help remedy this but have not landed on something I like. This is an area for future improvement, and I welcome ideas and suggestions from anyone that is taking the time to read this.
What I do think works well is the connections and tie ins that I make to the students lives in general. Students see that the class is about Biology, but it goes further than that. I use Biology as a lens to see themselves and see their place and path in the world through that lens. I credit Ken Wilbers Integral Theory for a lot of this grounding, but the application in my classes also include perspective from students, teachers, parents and my life experiences. There is still plenty of room for improvement, but as the spring survey results below show, most students feel they are getting helped by class. Or at a minimum they don’t want to make me feel bad.
From <Spring Student Survey>