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Insegnare Biologia Un’esperienza internazionale tra presente e futuro.

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Presentation on theme: "Insegnare Biologia Un’esperienza internazionale tra presente e futuro."— Presentation transcript:

1 Insegnare Biologia Un’esperienza internazionale tra presente e futuro

2 Teaching Strategies for the Biology Classroom Strategie per insegnare biologia

3 Classroom strategies 1.Scientists vs. non-scientists 2.Broad goals 3.Issues-based learning 4.Active learning 5.Group activities 6.Flipped classroom 7.Inquiry method

4 Classroom strategies 1.Scientists vs. non-scientists Scienziati vs. non-scienziati 2.Broad goals 3.Issues-based learning 4.Active learning 5.Group activities 6.Flipped classroom 7.Inquiry method

5 Ancestral general biology course Future scientists Content driven Content driven Broad and deep Broad and deep

6 Subjects Future scientists Content driven Content driven Broad and deep Broad and deep

7 Ancestral general biology course Future scientists Content driven Content driven Broad and deep Broad and deep Non-scientists Issues driven Issues driven Big picture Big picture

8 Subjects Future scientists Content driven Content driven Broad and deep Broad and deep Subjects Non-scientists Issues driven Issues driven Big picture Big picture

9 Classroom strategies 1.Scientists vs. non-scientists 2.Broad goals Obiettivi generali 3.Issues-based learning 4.Active learning 5.Group activities 6.Flipped classroom 7.Inquiry method

10 Curriculum Issues/Topics/ Current events Popular culture Personal Core themes

11 3 Primary goals 1. The scientific method and critical thinking Il etodo scientifico e il pensiero critico 2. Evolution Evoluzione 3.Biology and society Biologia e societa

12 5 Core Concepts for Biological Literacy I nuclei fondanti per l'alfabetizzazione della biologia 1.Evolution 2.Structure and function 3.Information flow, exchange, and storage 4.Pathways and transformations of energy and matter 5.Systems (interconnections and interactions)

13 Classroom strategies 1.Scientists vs. non-scientists 2.Broad goals 3.Issues-based learning 4.Active learning 5.Group activities 6.Flipped classroom 7.Inquiry method What we teach How we teach

14 Classroom strategies 1.Scientists vs. non-scientists 2.Broad goals 3.Issues-based learning Imparare con temi di attualità 4.Active learning 5.Group activities 6.Flipped classroom 7.Inquiry method

15 Biological Macromolecules Nutrition Cell cycle Cancer DNA structure Forensics DNA function Biotechnology

16 Topics: Agriculture Athletic cheating Biofuels Cancer Climate change Cloning and stem cells Diabetes DNA profiling Evolution in action Genetically modified foods Nutrition Weird life Endangered species Illegal drugs Ebola Measles and vaccination HIV and AIDS Bioremediation

17 Topic Guides (Programmazione tematica) : Textbook readings Class lectures Laboratory exercises Homework assignments Newspaper articles News videos Class activities Guest speakers

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19 Spring 2012: 1. DNA fingerprinting 2. Nervous and Sensory systems 3. Athletic cheating 4. Kidneys and liver 5. Viruses and AIDS 6. Human reproduction Fall 2013: 1.Illegal drugs 2.Nutrition 3.Athletic cheating Fall 2012: 1.Biodiversity 2.Illegal drugs 3.Nutrition 4.Cancer Spring 2014: 1.Illegal drugs 2.Nutrition 3.Athletic cheating 4.DNA profiling Spring 2013: 1.Illegal drugs 2.Athletic cheating 3.Nutrition 4.Cancer 5.DNA profiling Fall 2014: 1.Nutrition 2.Cancer 3.Ebola

20 Classroom strategies 1.Scientists vs. non-scientists 2.Broad goals 3.Issues-based learning 4.Active learning L'apprendimento attivo 5.Group activities 6.Flipped classroom 7.Inquiry method

21 Traditional delivery method:

22 Un sensore indossabile di valutazione discreta a lungo termine dell'attività elettrodermica

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24 Traditional delivery method:

25 1.Post a question 1.Post a question (Formulare una richiesta) Name every part of the cell you can Name every part of the cell you can List factors that contribute to global warming List factors that contribute to global warming Name a food that is high in carbohydrates Name a food that is high in carbohydrates 2.Collect responses 2.Collect responses (Raccogliere le risposte) Cumulative list on board Cumulative list on board Identify gaps Identify gaps Focused Listing liste mirate

26 1.Think 1.Think Pensare High-level question High-level question 1 minute: think individually about the problem 1 minute: think individually about the problem 2.Pair 2.Pair Lavorare a coppie 2 minutes: Share thinking with partner 2 minutes: Share thinking with partner 3.Share 3.Share Condividere Whole class discussion Whole class discussionThink/Pair/Share

27 Minute paper 1 minuto per scrivere At end of class: At end of class: “What was the most important thing you learned during this class?” “What was the most important thing you learned during this class?” “What was most unclear to you from today’s lecture?” “What was most unclear to you from today’s lecture?”

28 During class: During class: High-level thought question High-level thought question Index cards Index cards Hand them in Hand them in Shuffle Shuffle Read them, discuss Read them, discuss Minute paper 1 minuto per scrivere

29 Classroom response systems

30 Sistemi per raccogliere risposte in automatico in classe Provide continuous feedback Provide continuous feedback Opinion polling Opinion polling More during technology talk More during technology talk

31 Classroom strategies 1.Scientists vs. non-scientists 2.Broad goals 3.Issues-based learning 4.Active learning 5.Group activities 5.Group activities (Attività di gruppo) 6.Flipped classroom 7.Inquiry method

32 Extra credit as a group Credito extra per attivita di gruppo High-level question High-level question Small bonus Small bonus Bonus only granted if >80% of class knows the correct answer Bonus only granted if >80% of class knows the correct answer

33 Battery + - What would happen if you accidentally hooked up the power supply to a gel backwards? Extra credit as a group

34 According to this phylogenetic tree, the spectacled bear is most closely related to the... (Check all that are correct)  giant panda  sloth bear  sun bear  polar bear  brown bear

35 Group exams Verifica di gruppo Turns an exam into a learning experience Turns an exam into a learning experience Short, objective exam Short, objective exam Students hand in for grade Students hand in for grade Redistribute the same exam in groups Redistribute the same exam in groups Group earns bonus if group score > highest individual score Group earns bonus if group score > highest individual score

36 Group exam Individual average = 67.4 Range = Group average = 85.3 Range = Group exam Individual average = 67.4 Range = Group average = 85.3 Range = 77-93

37 Classroom strategies 1.Scientists vs. non-scientists 2.Broad goals 3.Issues-based learning 4.Active learning 5.Group activities 6.Flipped classroom 6.Flipped classroom (aula “capovolta”) 7.Inquiry method

38 ModeLectureHomework TraditionalIn schoolAt home The flipped classroom L'aula capovolta

39 ModeLectureHomework TraditionalIn schoolAt home FlippedAt homeIn school The flipped classroom L'aula capovolta

40 The flipped classroom Part 1 Gli studenti studiano a casa le basi disciplinari Students prepare at home, learning the lowest- level material (definitions, etc.) Students prepare at home, learning the lowest- level material (definitions, etc.) Book Book Recorded lectures (5-10 minute videos) Recorded lectures (5-10 minute videos) Online materials Online materials

41 The flipped classroom Part 2 It tempo in aula viene cosi liberato per approfondimenti, discussioni, e apprendimento attivo Classroom time is then freed up for higher- level learning, discussions, and active learning Classroom time is then freed up for higher- level learning, discussions, and active learning Teachers guide and advise students rather than lecture Teachers guide and advise students rather than lecture

42 The flipped classroom Benefits Aiuta gli studenti ad assumersi la responsabilità del proprio apprendimento Helps students take responsibility for their own learning Helps students take responsibility for their own learning Allows teachers to spend class time on hardest material and interactions Allows teachers to spend class time on hardest material and interactions

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44 Just-in-time teaching Adattare la lezione per discutere solo gli argomenti che gli studenti hanno più bisogno di imparare Adapt lecture to discuss only material that students most need to learn Adapt lecture to discuss only material that students most need to learn Requires technology Requires technology

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49 Peer instruction Obiettivo: aiutare gli studenti ad assimilare e applicare le informazioni in modo che capiscano veramente Goal: help students assimilate and apply information so that they truly understand it Goal: help students assimilate and apply information so that they truly understand it Requires feedback Requires feedback

50 Peer instruction

51 Classroom strategies 1.Scientists vs. non-scientists 2.Broad goals 3.Issues-based learning 4.Active learning 5.Group activities 6.Flipped classroom 7.Inquiry method 7.Inquiry method (Metodo di indagine)

52 Inquiry-based learning Porre domande, problemi o scenari per gli studenti; il docente agisce da facilitatore dell’indagine Pose questions, problems or scenarios to students Pose questions, problems or scenarios to students Teacher facilitates investigation Teacher facilitates investigation

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54 Inquiry-based learning

55 Case studies L'esame dettagliato di un caso di studio particolare, in modo che gli studenti possono applicare le conoscenze a una situazione del mondo reale Detailed examination of a particular subject Detailed examination of a particular subject Used to apply knowledge to a real-world situation Used to apply knowledge to a real-world situation

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57 Classroom strategies 1.Scientists vs. non-scientists 2.Broad goals 3.Issues-based learning 4.Active learning 5.Group activities 6.Flipped classroom 7.Inquiry method What we teach How we teach

58 Teaching Strategies for the Biology Classroom Insegnare Strategie per la Classroom Biology

59 GRAZIE PER LA PARTECIPAZIONE!


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