Effective use of technologyto solve classroom

problems.

The "Classroom Flip" and active learning in General Biology.

Dr. Paul PorneluziAssociate Professor of BiologyCentral Methodist University

What classroom problems?

Name something that interferes with teaching or learning in one of

your classes.

Classroom problems?

• Students don’t come to class.

• Students come to class unprepared.

• Students come to class unmotivated.

• Students don’t take responsibility for learning.

• Students are easily bored by lectures.

• I want to use more active forms of learning, but have certain basic content that must be covered.

Biology 101 problems?• All of the previous, plus…

• Large class with varied student interests and backgrounds.– Two sections with combined total of 140-160 students.– Both biology majors and non-majors.

• Must teach a foundation of basic knowledge.– Atoms, elements, molecules, chemical bonds…

• For some students, this is brand new information. “Slow down!”

• For others, “This is boring, we learned this in high school!”

•For some students, biology 101 is their first college level biology course.

•For other students, this is their last college level biology course.

•What do both groups need to know?

The Classroom Flip• Move some lecture material out of the

classroom.– Require students to read textbook for basic content

units.– Provide explanatory (lecture) notes online.

• Students control time spent studying.• Emphasize pictures and figures.

– Require students to complete online quiz.• Students respond when points are involved.• Regular feedback. Students can go back to re-read.• Automated grading allows for more frequent quizzing.• Opportunity for multimedia quizzes. Stimulate different

types of learners.

The Classroom Flip• Students come to class much better prepared.

– They’ve read the text, learned basic definitions…

• Teacher comes to class better prepared.– I’ve graded the quiz to identify what material needs re-

emphasized.

• Opens up class time to:– Answer questions, foster discussion.– Clarify and expand.– Apply, practice, solve problems etc…– Doing “homework” in class where fellow students and

teacher can serve as a guide.– Discuss (lecture) on more complex material.

What do students think?

• “I like the fact that we can do them on our OWN time.”

• “It is harder for me because I don't have the internet at home and don't have a lot of time to do theses assignments until right after class or after my next class.”

• “Yes I think doing the online notes and quizzes helps me learn the material better than just reading the book and taking notes.”

• "I like the online assignments because when I come to a question I don't know no the quiz, instead of just guessing and not knowing what I am talking about, I can go back and read the notes over again and the book until I find the correct answer and it helps me to know exactly why the answer is correct.”

What do students think?

• “I am able to get the notes online and understand better because I see the pictures for a prolonged period. The assignments really add to class. It's not difficult to get access when the network is working. “

• “I think these assignments do help because I personally get more out of things like this then just lectures. I think it is easier to learn when you do hands on assignments.”

• "I really like having the quizzes online because we can do them when we have time. I also like having the notes online, because if for some reason I have to miss class, I can get on the internet and see what I missed that day.”

What do I think?• Frequent quizzing helps keep students focused and

encourages them to use their textbook.– My textbook provides PowerPoint slides of all figures, so

the link with the text is easy for me.

• Students do come to class better prepared.– A few tough quiz questions stimulate discussion among stu

dents and with tutors.

• Use of class time is more varied.– More in tune with shorter (diminishing?) attention spans.

• Important to phase change in gradually.• Also important to let students know what you are

doing and why.

Active Learning and In-class Activities

• Active Learning is important but time consuming.– Assignments prior to class help to insure that

students have the basics and allows time in class for application, practice, analysis clarification, discussion etc…

– ELMO

In Class Activities

• 3 Examples.

1. Name the adaptation that you will investigate.2. Your job is to determine whether this is an

adaptation and what it is for. 3. State several hypotheses that explain why

individuals have this adaptation.4. Choose one to test and state a testable

prediction that follows from that hypothesis.5. Describe the controlled experiment you would

perform.

Males only

Projected World Population

0

5,000,000,000

10,000,000,000

15,000,000,000

20,000,000,000

1950

1960

1970

1980

1990

2000

2010

2020

2030

2040

2050

2060

2070

2080

2090

2100

Predict Future Population Growth

List First and Last Names of All Group Members:

List reasons for your projection:

Translation of mRNA to AA.Translate the following DNA sequence into a protein:

TACAGATGCTGGTGTTGA 1. form codons

TAC/AGA/TGC/TGG/TGT/TGA 2. transcribe to mRNA sequence

AUG/UCU/ACG/ACC/ACA/ACU 3. translate to amino acid sequencemethionine (start) serine threonine threonine threonine threonine

•There is redundancyredundancy in the genetic code.•Wobble - Wobble - often the 3rd base is irrelevant.

Discussion…

• Teaching Tips Online:

• http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm

Suppose you've been selected to be on "Survivor" and you are on a deserted island with a group of really annoying people, a large supply of corn and a pair of pigs.  Your best strategy would be to...

• feed the corn to the pigs and then feed upon their offspring.                       

• eat the pigs immediately and then eat the corn. • share the corn with the pigs and then eat the pigs when the corn is

gone.                       • eat only the pigs.• feed the most annoying member of your tribe to the pigs. Return