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Best Practices: Teaching for Student Engagement Feb. 15, 2010

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

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Best Practices: Teaching for Student Engagement Feb. 15, 2010

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  1. 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

  2. “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!

  3. “Best” Practices • Address multiple learning styles • Short videos • Skits • Let’s try it! • How do flagella actually work?

  4. Flagella on sperm propel it forwardFlagella on “Chlamy” pull in a breast stroke http://www.northland.cc.mn.us/biology/biology1111/animations/flagellum.html http://biology.ecsu.ctstateu.edu/chlamyteach/chlamymain.htm

  5. In Chlamydomonas, flagella beat in a “breast stroke”, turn organism toward light 2 3 http://www.uwlax.edu/biology/faculty/Howard/Chlamy.htm

  6. Inside the flagella, proteins run the entire length (open tubes) http://www.youtube.com/watch?v=n40VTfWvh1Y&NR=1

  7. Flagellar movement happens internally: Proteins called Dynein Arms “push” on adjacent doublets

  8. http://www.youtube.com/watch?v=n40VTfWvh1Y&NR=1

  9. In groups: design a skit to illustrate the molecular basis of flagellarmotion http://aimediaserver4.com/studiodaily/videoplayer/?src=ai4/harvard/harvard.swf&width=640&height=520 Slide bar about half way

  10. Visualizing Flagellarcrossections with animation • http://www.youtube.com/watch?v=zUk4Xj0OmjA (Start about half way)

  11. P<0.001

  12. 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

  13. 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!

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