Insegnare BiologiaUn’esperienza internazionale tra presente e futuro

Teaching Strategies for theBiology Classroom

Strategie per insegnare biologia

Classroom strategies

1.Scientists vs. non-scientists2.Broad goals3.Issues-based learning4.Active learning5.Group activities6.Flipped classroom7.Inquiry method

Classroom strategies

1.Scientists vs. non-scientists • Scienziati vs. non-scienziati

2.Broad goals3.Issues-based learning4.Active learning5.Group activities6. Flipped classroom7. Inquiry method

Ancestral general biology course

Future scientists• Content driven• Broad and

deep

Subjects

Future scientists• Content driven• Broad and

deep

Ancestral general biology course

Future scientists• Content driven• Broad and

deep

Non-scientists• Issues driven• Big picture

SubjectsFuture scientists• Content driven• Broad and

deep

SubjectsNon-scientists• Issues driven• Big picture

Classroom strategies

1.Scientists vs. non-scientists2.Broad goals• Obiettivi generali

3.Issues-based learning4.Active learning5.Group activities6. Flipped classroom7. Inquiry method

Curriculum

Issues/Topics/Current events

Popular culture

PersonalCore themes

Biology Education

3 Primary goals1. The scientific method and critical thinking• Il etodo scientifico e il pensiero critico

2. Evolution• Evoluzione

3.Biology and society• Biologia e societa

5 Core Concepts for Biological LiteracyI 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)

Classroom strategies

1.Scientists vs. non-scientists2.Broad goals3.Issues-based learning4.Active learning5.Group activities6.Flipped classroom7.Inquiry method

What we teach

How we teach

Classroom strategies1.Scientists vs. non-scientists2.Broad goals

3.Issues-based learning• Imparare con temi di attualità

4.Active learning5.Group activities6. Flipped classroom7. Inquiry method

Biological Macromolecules Nutrition

Cell cycle Cancer

DNA structure Forensics

DNA function Biotechnology

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

Topic Guides (Programmazione tematica):

• Textbook readings• Class lectures• Laboratory exercises• Homework assignments• Newspaper articles• News videos• Class activities• Guest speakers

Spring 2012: 1. DNA fingerprinting2. Nervous and Sensory

systems3. Athletic cheating4. Kidneys and liver5. Viruses and AIDS6. Human reproduction

Fall 2013:1. Illegal drugs2. Nutrition3. Athletic cheating

Fall 2012:1. Biodiversity2. Illegal drugs3. Nutrition4. Cancer

Spring 2014:1. Illegal drugs2. Nutrition3. Athletic cheating4. DNA profiling

Spring 2013: 1. Illegal drugs2. Athletic

cheating3. Nutrition4. Cancer5. DNA profiling

Fall 2014:1. Nutrition2. Cancer3. Ebola

Classroom strategies1.Scientists vs. non-scientists2.Broad goals3.Issues-based learning

4.Active learning• L'apprendimento attivo

5.Group activities6. Flipped classroom7. Inquiry method

Traditional delivery method:

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

elettrodermica

Traditional delivery method:

1.Post a question (Formulare una richiesta)• Name every part of the cell you can• List factors that contribute to global warming• Name a food that is high in carbohydrates

2. Collect responses (Raccogliere le risposte)• Cumulative list on board• Identify gaps

Focused Listingliste mirate

1.Think Pensare• High-level question• 1 minute: think individually about the problem

2.Pair Lavorare a coppie• 2 minutes: Share thinking with partner

3.Share Condividere• Whole class discussion

Think/Pair/Share

Minute paper1 minuto per scrivere

• At end of class:

• “What was the most important thing you learned during this class?”

• “What was most unclear to you from today’s lecture?”

• During class:

• High-level thought question• Index cards• Hand them in• Shuffle• Read them, discuss

Minute paper1 minuto per scrivere

Classroom response systems

Classroom response systemsSistemi per raccogliere risposte in automatico in classe

• Provide continuous feedback

• Opinion polling

• More during technology talk

Classroom strategies1.Scientists vs. non-scientists2.Broad goals3.Issues-based learning4.Active learning

5.Group activities (Attività di gruppo)6. Flipped classroom7. Inquiry method

Extra credit as a groupCredito extra per attivita di gruppo

• High-level question

• Small bonus

• Bonus only granted if >80% of class knows the correct answer

Battery +

-

What would happen if you accidentally

hooked up the power supply to

a gel backwards?

Extra credit as a group

Extra credit as a group

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

Group examsVerifica di gruppo

• Turns an exam into a learning experience• Short, objective exam• Students hand in for grade• Redistribute the same exam in groups• Group earns bonus if group score > highest

individual score

Group exam

• Individual average = 67.4

• Range = 38-95

• Group average = 85.3

• Range = 77-93

Classroom strategies1.Scientists vs. non-scientists2.Broad goals3.Issues-based learning4.Active learning5.Group activities

6.Flipped classroom (aula “capovolta”)7. Inquiry method

Mode Lecture Homework

Traditional In school At home

The flipped classroomL'aula capovolta

Mode Lecture Homework

Traditional In school At home

Flipped At home In school

The flipped classroomL'aula capovolta

The flipped classroomPart 1

• Gli studenti studiano a casa le basi disciplinari• Students prepare at home, learning the lowest-

level material (definitions, etc.)• Book• Recorded lectures (5-10 minute videos)• Online materials

The flipped classroomPart 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

• Teachers guide and advise students rather than lecture

The flipped classroomBenefits

• Aiuta gli studenti ad assumersi la responsabilità del proprio apprendimento

• Helps students take responsibility for their own learning

• Allows teachers to spend class time on hardest material and interactions

http://flippedclassroom.org/

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

• Requires technology

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

• Requires feedback

Peer instruction

Classroom strategies1.Scientists vs. non-scientists2.Broad goals3.Issues-based learning4.Active learning5.Group activities6. Flipped classroom

7.Inquiry method (Metodo di indagine)

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

• Teacher facilitates investigation

Inquiry-based learning

http://www.teachinquiry.com/

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• Used to apply knowledge to a real-world

situation

http://sciencecases.lib.buffalo.edu/

Classroom strategies

1.Scientists vs. non-scientists2.Broad goals3.Issues-based learning4.Active learning5.Group activities6.Flipped classroom7.Inquiry method

What we teach

How we teach

Teaching Strategies for theBiology Classroom

Insegnare Strategie per la Classroom Biology

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