How Can I Encourage

Students to Stay Connected

with Course Content After

Class?

Presented by:

Sarah Lovern, PhD Associate Professor, Physiology, Concordia University Wisconsin

Sarah Lovern completed a teaching post-doctoral at Augustana

College. She teaches physiology, oceanography, and other science

courses. Her current research explores the impact of pharmaceuticals

on waterways and aquatic organisms.

Presented by:

Tom Saleska, PhD Professor, Biology, Concordia University Wisconsin

Saleska teaches general biology and curriculum and methods of

science teaching. His scholarship interests focus on how the brain

impacts teaching and learning. Saleska also has coached the men's

soccer team at Concordia for the past 25 years.

C

A

Do the virtual lab in chapter 13 – DNA andgenes from the textbook web site (11th). Follow all instructions. Print all charts, tables and worksheets. Answer all questions (journal/post lab quiz) in complete sentence form. 4

B

Do the virtual lab “cell cycle/cancer” found on the text book web site (11th) chapter 9. Follow all instructions. Answer the questions (journal/post lab quiz) in complete sentences. Print all charts, tables, worksheets.

2

C

See separate directions for this square on Blackboard

(1-3)

D

Score at least 90% on a quiz

E

Sketch or illustrate the functions of at least 7 cell parts using an analogy other than the factory analogy I used in class. Label parts/functions and describe how they relate to cell functions--must be accurate portrayal.

2

F Watch all 5 of the animation/videos from chapter 8 (Mader 11e web site) Summarize each video in 7 sequential one sentence statements (35 total summary statements-numbered

and labeled) 3

K Write a 3-page research report on any unique genetic disease or genetic condition that you find interesting. The report must include 3 different sources and at least one quote (underline it) from each source (APA or MLA style). Include personal commentary or opinion (4)

O Do the virtual lab

“Enzyme controlled reactions” from the text

book companion site (chapter 6:11th ed).

Follow the instructions. Answer all questions

(journal & post lab quiz) in complete sentence

form. Print all tables/graphs as well.

3

T Produce a 4-5 minutes educational video that portrays, explains, or describes any topic from the current semester. Be creative, and entertaining yet accurate and descriptive in your presentation (2-4)

G E-mail me a link to avideo news brief orcurrent event (2-5 minvideo stream) thatrelates to the materialcovered in class thissemester and thenwrite a 1.5 pagesummary andreaction to theprogram. (1-4)

H Volunteer at Mequon nature center for 3 hours. Explain what you did and why your work was important. Must be at least 3 pages with 2-3 sources (book is ok). Must be verified by K Gies, the director. Can

include quotes (1-2)

I Answer the learning outcomes from chapters 4 & 5 in sentence form: 4.2(2): 4.3(3): 4.4(1,2,3): 4.5(1,2,3): 4.7(1,2): 4.8(1,3): 5.1(1,3,4): 5.2(1,2,3): 5.3(1): 5.4(2).

(2)

J Watch 3 animations from chapter 12 Mader 11e web site (DNA replication, How translation works, Stages of transcription). Summarize each video in 7 sequential one sentence statements (21 total summary statements-numbered and labeled). Sketch one picture from each video (3 total sketches) that helps explain each process.

(4)

L

Donate blood (hand in evidence). Write down 7 questions they ask before you donate and explain why they ask the questions (define diseases or terms). Relate discussion to cells. 3-4 pages

(2-4)

Free M

Volunteer at Mequon nature center for 3 hours. Explain what you did and why your work was important. Must be at least 3 pages with 2-3 sources (book is ok). Must be verified by K Gies, the director. Can

include quotes (1-2)

N

Earn a C+ or higher on any exam.

P

See separate directions for this square on Blackboard.

3

Q

Watch: “Inner life of a cell” narrated (7:58 min). List and define all terms written on the screen (number them). Describe 5 different ways proteinsare used or involved inside a cell (number 1-5)

2

R

98% class attendance or better (can miss one class only)

S Finish all questions under Bingo Square S under assignments on the Connect web site, write down 10 questions you missed or any 10 questions you want to review again before the test.

1

U

98% lab attendance

V

Select 24 terms from the flashcards function (Mader 11th) on the textbook web site (12 terms from chap 2 and 12 from chap 3) and develop a hand written crossword puzzle on graph paper. Clues also should be neatly written by hand

1

W Answer the learning outcomes from chapters 2 & 3 in sentence form: 2.2(1,3)/2.3(1,2,3)/2.4(2)/3.1(1,2,3)3.2(1,3)/3.3(1,2,3)/3.4 (1,2,3,4)/3.5(1,2)/

1

X

Do the virtual lab “Punnett Squares” found on the Mader 11e website chapter11. Follow all instructions. Print all charts, graphs, tables. Answer all questions (journal/post lab quiz) in complete sentence form. 4

20-Minute Mentor How Can I Encourage Students to Stay Connected with Course Content After Class? 3 Sarah Lovern, PhD and Tom Saleska, PhD

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© 2018 Magna Publications

BIO 191 Exam Wrapper 2017 Name:

Youmustcompletethisassignmentandreturnitatthebeginningofthenextlectureperiod.Ifyouscoredlessthan70%ontheexam,youmustmeetwithDr.Lfor~10-15minuteswithinthenexttwoweeks.Duringthismeeting,youwillgoovertheexamandthissheetofpaper.Ifyouscoredhigherthan70%,youmaychoosetomeetwithDr.Lifyouwouldlike,butarenotrequiredtodoso.

Rationale:ThisexamandthisfeedbackweredesignedtohelpyoupracticeyourunderstandingofthefirstunitofA&P.Youneedtounderstandthisinformationforyourfuturecareer.Thisformwillhelpyouevaluateyourownpreparationandperformancefortheexamandallowyoutoadjustyourstudyhabitsinthefuture.Yourresponseswillhavenoeffectonyourgradeandaresolelytohelpyouimprove.Beingbrutallyhonestwithyourselfhereisausefulandimportantpartofself-examination.

Reflection:1. Whatgradedidyoupredictyouwouldearnonthefirsttest(Circleone)?ABCDF

2. Whatgradedidyouactuallyearnonthefirsttest?ABCDF

3. Howmuchtotaltimedidyouspendpreparingforthistest?________

4. hendidyoustudy?Describehowyouspreadoutyourpreparation(bespecific)?

Beloware10categories.What%ofyourpreparationtimewasspentoneachoftheseactivities?

___*Re-readingorhighlightingtextbooksection(s)*Re-readingyourclassnotes ___

___-Rewritingkeyconceptsintoyourownwords-Creatingpersonalexamplesoranalogies ___-Self-Testing(ReviewingtheoldexamonBlackboard) ___

______

FindingonlinecontentMemorizing*Repeatingconceptsbyrote-Flashcards/QuizletSharingIdeaswithothers

_________

Total=100%

NOTE:Itemswitha*tendtobetimeconsumingandnotveryeffective.Re-readingorhighlighting,forexample,createfluency(thematerialFEELSmorefamiliar),butdoesnotstickinlong-termmemory.Itismuchbettertoswitchtoitemswitha“–“aselaboratingonthematerialisfasterandmoreeffective.Forexample,trythinkingofnewexamples,makinganalogies(howwouldexplainthisconceptinbaseballorfashionterms?)orlookingforlargercontextandrestatingideasinyourownwords.Tryingtoremembertheexactphraseorsyntaxofanideaisactuallycounterproductive:comeupwithyourownruleorphrase.

20-Minute Mentor How Can I Encourage Students to Stay Connected with Course Content After Class? 5 Sarah Lovern, PhD and Tom Saleska, PhD

__________________________________________________________________________________________________________________________

© 2018 Magna Publications

Comparison:1. Now,lookoveryourexam.Whatkindsofmistakesdidyoumake?Circlethecorrectoptionforyouforeach

category.

STRUGGLED OKAY SUCCESS

STRUGGLED OKAY SUCCESS

Basicmultiplechoice

Intermediatemultiplechoice

Higher-ordermultiplechoice STRUGGLED OKAY SUCCESS

STRUGGLED OKAY SUCCESS

STRUGGLED OKAY SUCCESS

STRUGGLED OKAY SUCCESS

STRUGGLED OKAY SUCCESS

UNDER NEARLY PREPARED

OFTEN ALITTLE DIDNOT

YES NO

OFTEN ALITTLE

Rememberinganatomicalterms

Trueorfalse

Skindiagrams

Cells

Amountofpreparation

Reviewedthewrongmaterial

Notpracticingenough

Carelessmistakes

Anxiety HIGH SOME

DIDNOT

LITTLE/NONE

Adjustment:2. Nameatleastthreethingsyouwilldodifferentlynexttimeinpreparing.Bespecific.Forexample,willyou

spendmoretime,startyourpreparationearlier,changeaspecificstudyhabit,tryanewone(ifso,trytonameit),sharpensomeotherskill(ifso,nameit),participateinmorereviewopportunitiesorsomethingelse?(NOTE:Ifyouweresuccessfulinourexampreparation,youmayputthingsyouwillrepeat.)

A.

B.

C.

Metacognitivelearningstrategies:Howtostudymoreeffectivelyandefficiently,remembermoreaccurately,andscorehigherontheunittests.

Stepone:Read(slowly,carefully,examineallpictures,charts,andgraphs)

Steptwo:Rewrite(summarizeyourreadingasyouprogressthroughthechapter)

Stepthree:Review/Remember(useflashcardsornotestohelpmemorizedefinitions)

Stepfour:Rehearse/Reteach(discuss&describelecturecontentwithotherclassmembers)

Metacognitivelearningstrategies:Howtostudymoreeffectivelyandefficiently,remembermoreaccurately,andscorehigherontheunittests.

Stepone:Read(slowly,carefully,examineallpictures,charts,andgraphs)

Steptwo:Rewrite(summarizeyourreadingasyouprogressthroughthechapter)

Stepthree:Review/Remember(useflashcardsornotestohelpmemorizedefinitions)

Stepfour:Rehearse/Reteach(discuss&describelecturecontentwithotherclassmembers)

20-Minute Mentor How Can I Encourage Students to Stay Connected with Course Content After Class? 9Sarah Lovern, PhD and Tom Saleska, PhD

_______________________________________________________________________________________________________

To sign up for Toondoo

1. Visit toondoo.com2. In the upper right hand corner, click Sign Up for FREE!3. Choose the free version (not ToondooSpaces).4. Enter a username, password, and email that you will remember, then click register.5. After registering, you will then need to log in using the username and password you just

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20-Minute Mentor How Can I Encourage Students to Stay Connected with Course Content After Class? 10Sarah Lovern, PhD and Tom Saleska, PhD

_______________________________________________________________________________________________________

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