Insegnare Biologia
Un’esperienza internazionale tra presente e futuro
Teaching Strategies for the
Biology Classroom
Strategie per insegnare biologia
Classroom strategies
1.Scientists vs. non-scientists
2.Broad goals
3.Issues-based learning
4.Active learning
5.Group activities
6.Flipped classroom
7.Inquiry method
Classroom strategies
1.Scientists vs. non-scientists
• Scienziati vs. non-scienziati
2.Broad goals
3.Issues-based learning
4.Active learning
5.Group activities
6. Flipped classroom
7. Inquiry method
Future scientists
• Content driven
• Broad and deep
Ancestral
general
biology
course
Future scientists
• Content driven
• Broad and deep
Subjects
Non-scientists
• Issues driven
• Big picture
Future scientists
• Content driven
• Broad and deep
Ancestral
general
biology
course
Future scientists
• Content driven
• Broad and deep
Non-scientists
• Issues driven
• Big picture
Subjects
Subjects
Classroom strategies
1.Scientists vs. non-scientists
2.Broad goals
• Obiettivi generali
3.Issues-based learning
4.Active learning
5.Group activities
6. Flipped classroom
7. Inquiry method
Issues/Topics/
Current events
Core themes
Curriculum
Popular culture
Personal
3 Primary goals
1. 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 Literacy
I 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-scientists
2.Broad goals
3.Issues-based learning
4.Active learning
5.Group activities
6.Flipped classroom
7.Inquiry method
What we teach
How we teach
Classroom strategies
1.Scientists vs. non-scientists
2.Broad goals
3.Issues-based learning
• Imparare con temi di attualità
4.Active learning
5.Group activities
6. Flipped classroom
7. Inquiry method
Biological
Macromolecules
Nutrition
Cell cycle
Cancer
DNA structure
Forensics
DNA function
Biotechnology
Topics:
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Agriculture
Athletic cheating
Biofuels
Cancer
Climate change
Cloning and stem cells
Diabetes
DNA profiling
Evolution in action
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Genetically modified foods
Nutrition
Weird life
Endangered species
Illegal drugs
Ebola
Measles and vaccination
HIV and AIDS
Bioremediation
Topic Guides (Programmazione tematica):
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Textbook readings
Class lectures
Laboratory exercises
Homework assignments
Newspaper articles
News videos
Class activities
Guest speakers
Spring 2012:
1.
DNA fingerprinting
2.
Nervous and Sensory
systems
3.
Athletic cheating
4.
Kidneys and liver
5.
Viruses and AIDS
6.
Human reproduction
Spring 2014:
1. Illegal drugs
2. Nutrition
3. Athletic cheating
4. DNA profiling
Fall 2012:
1. Biodiversity
2. Illegal drugs
3. Nutrition
4. Cancer
Fall 2013:
1. Illegal drugs
2. Nutrition
3. Athletic cheating
Spring 2013:
1.
Illegal drugs
2.
Athletic
cheating
3.
Nutrition
4.
Cancer
5.
DNA profiling
Fall 2014:
1. Nutrition
2. Cancer
3. Ebola
Classroom strategies
1.Scientists vs. non-scientists
2.Broad goals
3.Issues-based learning
4.Active learning
• L'apprendimento attivo
5.Group activities
6. Flipped classroom
7. Inquiry method
Traditional delivery
method:
Un sensore indossabile di valutazione discreta a
lungo termine dell'attività elettrodermica
Traditional delivery
method:
Focused Listing
liste mirate
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
Think/Pair/Share
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
Minute paper
1 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?”
Minute paper
1 minuto per scrivere
• During class:
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High-level thought question
Index cards
Hand them in
Shuffle
Read them, discuss
Classroom response systems
Classroom response systems
Sistemi per raccogliere risposte in automatico in classe
• Provide continuous feedback
• Opinion polling
• More during technology talk
Classroom strategies
1.Scientists vs. non-scientists
2.Broad goals
3.Issues-based learning
4.Active learning
5.Group activities (Attività di gruppo)
6. Flipped classroom
7. Inquiry method
Extra credit as a group
Credito extra per attivita di gruppo
• High-level question
• Small bonus
• Bonus only granted if >80% of class knows the
correct answer
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Extra credit as a group
Battery
What would
happen if you
accidentally
hooked up the
power supply to a
gel backwards?
+
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 exams
Verifica di gruppo
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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 strategies
1.Scientists vs. non-scientists
2.Broad goals
3.Issues-based learning
4.Active learning
5.Group activities
6.Flipped classroom (aula “capovolta”)
7. Inquiry method
The flipped classroom
L'aula capovolta
Mode
Lecture
Traditional In school
Homework
At home
The flipped classroom
L'aula capovolta
Mode
Lecture
Homework
Traditional In school
At home
Flipped
In school
At home
The flipped classroom
Part 1
• Gli studenti studiano a casa le basi disciplinari
• Students prepare at home, learning the lowestlevel material (definitions, etc.)
• Book
• Recorded lectures (5-10 minute videos)
• Online materials
The flipped classroom
Part 2
• It tempo in aula viene cosi liberato per
approfondimenti, discussioni, e apprendimento
attivo
• Classroom time is then freed up for higherlevel learning, discussions, and active learning
• Teachers guide and advise students rather
than lecture
The flipped classroom
Benefits
• 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 strategies
1.Scientists vs. non-scientists
2.Broad goals
3.Issues-based learning
4.Active learning
5.Group activities
6. 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-scientists
2.Broad goals
3.Issues-based learning
4.Active learning
5.Group activities
6.Flipped classroom
7.Inquiry method
What we teach
How we teach
Teaching Strategies for the
Biology Classroom
Insegnare Strategie per la
Classroom Biology
GRAZIE PER LA PARTECIPAZIONE!