Peer Review Question

Question:

1.)    When setting up a fungal pathogen control program, which of the following is the most important to consider to ensure maximum efficacy of the program?

a.       Time of growing season

b.      Stage of epidemic

c.       Economic impact

d.      Pathogen

Once students have answered they will have time to discuss their answers in small groups and the question will be posed again.  Students will then be shown the answer distribution from both questions and in class discussion will follow. 

Discussion:

The purpose of this question is to stimulate discussion and gain knowledge about where student perceptions lie.  Because all answers are correct the data collected will show the relative importance of each subject/option to the student voting giving the instructor information about class interest and concept knowledge.

Suggestions:

After peer review I felt comfortable with my question, instead I changed my apporach.  Paula suggested I allow time for small group discussion then reintroduce the question and compare the distributions of both answers.  Her idea fits well with the direction I was going with the question and adds an additional levels of student discussion and data collection, which are very beneficial.

Question

1.) When using third party technology in the classroom and for teaching/learning, what if any NDSU policies apply and what is the best way to make sure we as instructers are "covered" by them?

Active Learning Strategy

Studying and discussing the various active learning strategies and how they impact student understanding of course material and overall learning has really opened my mind to new ways of approaching the same material. Many of the strategies we've discussed are implemented in various ways throughout the educational experience of students. Whether or not the strategy is effective definitely depends upon the level of skill and enthusiasm in which it is presented. With that said I feel all strategies have potential to be utilized and fill a specific role in the classroom, but for this post I will choose problem-based learning and case studies as the stragety I will focus on.

Setting up for problem-based learning and case studies relies heavily on a teacher's understanding of the class and where they are in their learning progression. It is imperative students have the necessary cognitive tools at their disposal to effectively discuss and evaluate the studies being addressed. Once the students have reached the appropriate level case studies are a very effective means of drawing together knowledge from many areas of not only education, but also life. This combination and restructuring of how questions are addressed and answers formulated represents the most valuable and often overlooked aspect of education, application. Using this strategy appeals not only to students eager to learn traditionally but also those more interested in what takes place outside the classroom. When correctly facilitated by the instructor we have the ability to teach students knowledge and application in the same exercise. Without the ability to apply knowledge and in turn use that application to learn for future situations students will have a difficult time functioning in the "real" world. I feel equiping them for success beyond the classroom is the most challenging aspect of teaching and the reason for me being involved in this course.

Assessment Reflection #2

I definitely missed the deadline for this post! Assessment's from a student's point of view, obviously mainly my own, would tend to funtion as a very effective gauge of what the instructor would like the student do absorb from the class. After taking an assessment of any kind it is definitely eaiser to focus on what seem to be the most important aspects of a lecture or other form of instruction. Using feedback in the from of grades, comments, etc. makes it possible to develope a more complete understanding of the class and instructor, better enabling a student to have a successful experience.

Formative Assessment Revelations

The exercise from class Thursday definitely forced me to look more closely at formative assessment. Getting down into the actual “nuts and bolts” of designing a unit and all that it involves showed me how little experience I actually have incorporating it and learning through it. It’s extremely difficult to create assessments which I have never experienced personally and don’t necessarily know how effective they will be. With that said, trying to describe the most significant features of formative assessment is another daunting task. In my opinion, they are the use of backward design to develop a manageable progression of concepts, and regular assessments to evaluate the class’s progress. This approach allows for a structured yet adaptable framework for a successful teaching and learning experience.

Interview Questions

My questions are fairly open ended and on a subject about which there are many incorrect preconceptions amongst undergrad students.


1.) Draw a simple diagram representing your
understanding of the Carbon cycle as it occurs in nature.

2.) Briefly explain your diagram.

3.) What, if any, elements of your diagram are
changing/being manipulated by our current global land and resource use.

4.) Describe what changes, if any, will occur in the
future due to the increase focus on atmospheric carbon levels; environmental,
sociological, etc.

5.) Do you feel your understanding of the carbon
cycle is sufficient? If yes, why? If no, why?

Teaching Philosophy (Revisited)

While reading through the three philosophies assigned to me it became very clear we all have a passion for teaching. But not only teaching, teaching in a way that promotes each student's individual growth. This is the most important aspect of our philosophies and what I feel will set our generation of teachers apart from the generation that taught us. A new focus and understanding of what the needs are in the classroom and how to address them will hopefully give us the tools to revolutionize the academic world.

Within my own philosophy I would now try to add more imaginative ways to better assess each student. Reading through the philosophies of others, especially other disciplines, has shown me new and interesting approaches. I look forward to gaining even more insight into the experiences of others as the semester progresses and creating a revamped teaching philosophy.

What is Learning (Revisited)

The definition I chose and the explanation of my personal understanding of what learning is and involves, was reinforced by our reading and discussion. Focusing on learning as a process was a focus of the reading and the main focus of my definition. It's important to remember and reinforce the many steps and often overlooked aspects of learning, assimilation, and transference. Without being aware and constantly and consistently challenging the students to learn and use that knowledge, we are not being as effective as possible.

Learning

Learning (noun), as defined by Merriam-Webster's Learner's Dictionary is,

"the activity or process of gaining knowledge or skill by studying,

practicing, being taught, or experiencing something."

While the definition above is fairly basic I feel it encompasses my personal understanding of the noun. With that said learning, I have found, is a verb and something in which you must be actively engaged and participating. The scientific community functions only because we view learning as a verb and strive to learn through every means possible. Whether it involves success, failure, or something in-between, striving to gain knowledge in the form of facts, experiences, theories, etc. is a life long pursuit.

What I've stated above is currently my best description of learning and I know it will change. That acknowledgement of the inevitable evolution of ideas is also a necessary aspect of learning. Without pursuing a more complete understanding we would be doomed to continue with the same experiments and analyze the same data only to confirm what we already know. Instead, the pursuit of knowledge through imagination, experimentation, and constant restructuring of our limited understanding, is learning.

Teaching Philosophy - First Attempt

Teaching Philosophy – Edu/Bio 705

Goals For Student Learning

Within the field of biology there are many subdivisions which all seek to better understand their specific role in the known world and beyond. My specific goal for students is teach and guide them in a way that allows for assimilation and combination of learned material. This will allow them to not only learn and discover within their own educational experience and subsequent profession, but also enable them to learn outside the classroom. Combining disciplines and creating that “big picture” teaching format not contributes directly to success in the classroom but also success beyond it.

Enactment of Goals

Imparting this philosophy upon the students in a way that is encouraging and natural for them, while still being challenging, is the most difficult aspect. In our discipline understanding the natural world is virtually equal parts in-class vocabulary and real world experience. It is much easier, for most, to understand the contribution light makes to the success of a plant when you, for example, take a plant and set it in a dark room. That is why this teaching philosophy will focus on the incorporation of traditional teaching methods combined with group projects, oral presentations, and most importantly experimental design. The final aspect of this will allow students interact in an environment similar to what scientists in their field experience on a daily basis. Students will have the opportunity to interact with their peers on a topic of their choosing and succeed or fail in their attempts to complete the scientific process.

Assessment of Goals

Measuring student learning is a subject that can be addressed differently depending on the subject. Within this discipline the ability to analyze and interpret data shows your grasp of the material in front you. Students will be encouraged to have an on going and developing understanding of the subject matter. This understanding and development will be assessed in multiple ways. Exams, papers and journals will be used. The grading of these will focus on the material they are best equipped to measure. Exams will serve to measure the understanding of vocabulary and basic coarse structure. Papers will measure the student’s ability to think critically and form an intelligent response to a not so concrete or “black and white” topic. Finally, a journal of the class experience including group projects and experimental design and development will give the best insight into the student’s specific development throughout the class. These separate assessments all work together to encourage and evaluate the progression of students through the classroom experience and enable the instructor to identify specific strengths and weaknesses within a student. Knowledge that is invaluable when determining class direction and student progress evaluations.

Creating the Proper Learning Environment

Innumerable exterior influences are brought into the classroom on a daily basis. Recognizing this and accounting for it in the class structure will determine how class discussion, group projects, and even free time influence the attitudes within a teaching environment. While it is impossible to leave all racial, gender, class, etc. identities at the door. They can be made less prevalent by accepting the strengths of each diverse group. Recognizing and respecting specific traits in each student’s identity which uniquely contribute to the class dynamic has the potential to encourage each student individually. These diverse perspectives and individual strengths will undoubtedly be both positive and negative at various points throughout the class but the will mirror real life experiences. Beyond school, student’s peers will be an even more diverse group of individual perspectives. Group projects and class discussions will prepare them to deal with the world to come. Using multiple assessment, teaching, and discussion techniques will account for the diverse learning styles that are represented within the classroom. Also course structure can be manipulated in such a why that will encourage students develop their weaker traits and sharpen their already strong traits.

Teaching College Science

Within the required reading assignments there was a particular subject that touched on an aspect of teaching that can be easily overlooked by some, and entirely unavailable to others. I feel recommending tutoring and other resources that are better equipped to address the needs of specific students is often underutilized. The opportunity for students to learn an in environment that is specifically suited to their individual needs is virtually impossible to achieve in a standard class room setting. In my past experience not only as a student but as a teacher, five minutes of one on one time with a student can be more beneficial than hours of in-class lectures. With that said, I understand the challenges that surround tutoring or individual sessions.

Students can't be forced to participate in an activity that has a negative stigma surrounding it such tutoring. Also, often the resources for are simply not available, whether it's time, staff, financial constraints, etc. the limitations are endless. Fortunately we are developing new methods for addressing individuals in the classroom and beyond, but it is still up to the in class instructors to recognize and direct students to the appropriate resources.

The chapter addresses many very important issues in our current and ever changing education system. I can see that various points that are being made and definitely agree that personalizing education is the best way to set students up for success. It will give them the resources needed to succeed in the classroom and beyond.