PRS Questions

Which of the following is a hormone secreting organ/tissue?
A. Heart
B. Muscle
C. Adipose
D. Hypothalamus

The answer is that A, B, and C are all correct. Many students will think of the hypothalamus as it is a specific endocrine organ. However, the hypothalamus does not actually secrete hormones, it only produces them. The other three options do not typically function as an endocrine organ. This question is meant to facilitate discussion and broaden the definition of what may/may not secrete hormones and go further into what they may secrete.

Tara and I chose not to change this question, but to instead add a follow-up question:

Which of the following is not a hormone secreting organ/tissue?
A. Heart
B. Muscle
C. Adipose
D. Hypothalamus

This would make them question themselves if their previous answer had been hypothalamus.

Questions on Technology

How do you personalize your interactions with students that you cannot meet personally?

Active Learning

I believe that active learning can be an intricate tool in teaching the sciences. If active learning is used in a manner that is appropriate for the material being used then it will help create, for some students, an ease in learning because that unit was made more applicable to them.

When reading through the articles I found some different techniques that I think should be implemented together. I would use the five phased  learning-cycle approach (Allen and Tanner)to help my students explore a very broad topic in science course. Then I would introduce Smith's problem-based learning and have them develop, in groups, a short presentation on more in depth topics for that particular unit. They would get the topic and various resources from me. Their presentations is what the exams and quizzes would be based on.

Assessment (student perspective)

The two types of assessment help students differently. First, there is the progressive approach of formative assessment. This aids the students by keeping them up on the current material and giving the student time to realize whether or not they understand the material before summative assessment occurs. The second form of assessment (summative) creates a situation in which the student must put all of the concepts together on an exam or quiz.

Formative Assessment

First, I have to say that I never realized how much time and thought goes into planning a unit to teach. What really helped our group in the planning process was the fact we were being asked to make a unit for was what we were trying to understand. That being said, we decided to use many of the same tools/activities. Also, this helped in approaching the activity from both a student and teacher point of view. I guess you could say that this was our backward design. This activity changed my thinking of formative assessment by continually having to remind myself that if it is truly formative assessment that it will be based on the 'now' and may be able to gauge your students and help you as a teacher adjust your teaching style to accommodate your students before summative assessment occurs.
This brings me to how I might describe what formative assessment is to a colleague. Formative assessment is not a test or quiz that is on previously learned material . It involves activities and discussion that engage and prepare students for summative assessment. The most salient feature of formative assessment would have to be that it allows for an accumulation of learning/transfer. What I mean by this is that activities and discussion often make students put what they already know into practice while incorporating new material.

Interview Reflection

This interview definitely went different than expected. Overall, how I have the questions ordered seems to work. The class background of the student will play a role in how the questions are answered. This is the issue that I had when interviewing. The perspective that the student has will very depending on what types of classes the student has and how they transfer concepts from one class to another. This brought me to a conclusion where I might do a pre-interview or survey to be able to gauge where their understanding might be.

I really liked the idea that we brought up in class where if you have a student that just doesn't know that you should setup a "little packet of information" to get them to the next question.  Also, drawing and setting up scenarios seems to be the best bet to have the student show you how well they understand a concept.

Interview Questions (round 1)

What is a reflex?

What all is involved in a reflex? How do these components work together?

What is a reflex arc?

Can you give me a couple examples of a reflex?

Using the parts that are involved in a reflex, can you explain the mechanics of how it works (drawing)?

Are there different types of reflexes? If so, what are they?