Presentation on theme: "BEST PRACTICES: TEACHING FOR STUDENT ENGAGEMENT Feb. 15, 2010 ENGAGING THE LEARNERS AND THE TEACHER Deborah Clark, Director, Faculty Collaborative for."— Presentation transcript:
BEST PRACTICES: TEACHING FOR STUDENT ENGAGEMENT Feb. 15, 2010 ENGAGING THE LEARNERS AND THE TEACHER Deborah Clark, Director, Faculty Collaborative for Excellence in Learning and Teaching, Professor of Biology
“Best” Practices Use of “clickers” to promote understanding Peer evaluation of all writing (freshman to upper level classes) Major assignments broken into weekly “chunks”, not necessarily in order of beginning to end Practice quizzes and exams in Blackboard; multiple question styles Approachability!
Address multiple learning styles – Short videos – Skits Let’s try it! How do flagella actually work? “Best” Practices
Flagella on sperm propel it forward Flagella on “Chlamy” pull in a breast stroke y/biology1111/animations/flagellum.h tml
2 3 In Chlamydomonas, flagella beat in a “breast stroke”, turn organism toward light
Inside the flagella, proteins run the entire length (open tubes)
Flagellar movement happens internally: Proteins called Dynein Arms “push” on adjacent doublets
In groups: design a skit to illustrate the molecular basis of flagellar motion ideoplayer/?src=ai4/harvard/harvard.swf &width=640&height=520 Slide bar about half way
Visualizing Flagellar crossections with animation mjA (Start about half way) mjA
Significant difference in Exam 3 scores compared to Exam 2 scores Exam 2 topic more challenging (metabolism) Exam 2 earlier in semester Exam 3 material also subject of major lab project Presentation of Exam 3 material more creative
Conclusions Students get a better grasp of exam 3 material – MCAT comment Perhaps more creative teaching can improve learning of exam 2 material Teacher learns from these creative activities as much as students do!