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?

Learning round 2

In our discussion this past week we came up with many 'definitions' of learning. I don't think anyone had any wrong ideas or anything,but I still think we have yet to hit the bullseye. All in all, I am still thinking that learning is an individual process that requires understanding and being to put the information into practice. However, the biologist in me won't let me not put that real learning should CHANGE you. You should ADAPT or EVOLVE in the process. Without this it would seem that much learning is temporary.

The second point in learning that we discussed would be how learning and transfer are related. Many see transfer as a 'aha' moment, but which one really comes first learning or transfer?? Like I stated in class its kind of like which came first the chicken or the egg. You can't have one without the other.

Teaching Reflections

I read Steve, Brea, and Morgan's teaching philosophies.

I personally got alot out of Steve's  teaching philosophy. This is because it seemed to be written in a third person point of view. Like he was actually asking himself each one of these questions. I found it to be a refreshing idea. Being able to ask yourself  questions like these and also being prepared to answer them on the spot shows preparation and passion for what you are doing. I also like how he used a metaphor for teaching/learning. Being able to visualize this makes the task of teaching a little more focused on that end result.

 Both Brea and Morgan focused on having a safe/comfortable learning environment. While Morgan concentrated on being able to adapt herself to her students, Brea zoomed in on making sure that she was making the classroom as comfortable as possible by setting standards for herself and her students.

These reflections have given me some questions to ask myself, such as: Why do I teach? How can I make the process of teaching/learning comfortable for everyone? How can I make myself easily adapt and not fall into a pattern?

Learning Defined

I do not think that learning can be easily defined; it all depends on what situation (perspective) you are in at the time. As I am straddling a couple different life situations: being a student, being a teacher, being an employee, and many others; each will come with its own definition. In the most general terms learning can be defined as gaining knowledge or skill based on experience.
As I stated previously, learning has many definitions. From a student's perspective learning is gathering information you did not know before.  Next is from a teaching standpoint where learning is defined as using information, either previously known or new, and putting it into practice to increase your overall understanding. Finally, the definition of learning form an employee’s point of view could be being shown by another individual how to complete specific tasks and why each task is done. So which one is true learning? That’s the definition that I think puzzles us all. Overall, I believe the previous definitions reveal how most people go through the motions without actually taking much from many of their experiences. True learning should change something about you, from your stance on a specific issue, to how you look/ react to what is going on around you.

Teaching Philosophy #1

Teaching Philosophy

As I am relatively new to the teaching end of the learning world I anticipate that I will be entertaining many suggestions/ideas that may be incorporated into my own teaching style. I am a compassionate person and this will be shown in the way that I teach and interact with my students. I am also a very analytical person, meaning I like to question why things are the way they are and I hope that my students can develop some of that questioning personality by asking questions that I might not even have an answer for. This way the circle will complete itself, as learning and teaching go hand in hand, having the teacher learn a little from their students.

Here are a couple of points that I think gives you the big picture:

1.       Be prepared

·         Have all materials ready and give students plenty of time to go over them.

·         Use outside sources to draw students into what may have to be a lecture.

2.       Promote student success

·         Set goals for the students and for yourself.

·         Encourage the easy and the tough questions.

·         Get to know students on a more personal basis by having an open door policy.

·         Have students get to know each other so they can help each other when you are not available.

3.       Make the experience memorable

·         Use humor, games, common interest, real world examples, or just something the engage student’s interest and make it fun.

·         Make what can be interactive interactive.

·         Have the students become the teacher, whether it is presenting something to the whole class or by having in-class study groups.

4.       Admit when you do not know

·         Show students that you are only human too; this will demonstrate to them that the goals you have set for them are attainable.

Reading Reflection for 1/12/12

I am usually one of the first people to walk into a classroom on the first day of class. This allows to to 'people watch' as everyone enters and scans the room, chooses a place to sit, and get ready for class to begin. My practice of doing this for most of my classes made it easy for me to visualize Markwell and Courtney's observations and the stereotypes that are associated with this first observation. These same observational stereotyping crossed-over to the other reading, which included those that are racial, cultural, or sexist. So, the first take-home message is to not let appearance or first impressions determine the understanding that your student may have or their interest. I also appreciated that the Science Teaching Reconsidered chapter included several suggestions for getting to know your students, including tips  to learn their names and how to make sure that you are using inclusive language.
The second issue that I found interesting was how Markwell and Courtney point out how teaching styles should change as the student is undergoing constant cognitive development. Many teachers, lecturers, professors, etc. use many of the same techniques, no matter what level the course may be. Most students are content with this, as the course would mainly consist of a lecture that was taught in black and white, true or false, point of view. So the typical memorize, take the test, and dump previous information would continue.
Overall, these two issues can be resolved the same way. If I would really get to know my students, I would find out why they are taking the course, where they are in cognitive development, and how to make them get the most out of it.