![]() I try to do as many practical, current affairs or case-study type activities as possible – though some topics are more academic than others and need more traditional teaching time. If we get stuck, then we can come back together and explain it. ![]() There are way too many resources in the presentations (animations, videos and interactives) to go through each one slide-by-slide in class, but they serve as interactive textbooks (my students only own the Allott study guide – though we have a collection of other texts in the lab and library). Sometimes, we skim the presentation first as an introduction, then students have the rest of the period to work on their notes, with their laptops. It is my aim, year-on-year, that with all the content in place and being edited and improved, that we can move into a more student-centred method of learning. Some take to this very well, others need more pushing – so I’ve just introduced a rubric for this note-taking. ![]() I give students the Essential Biology documents for each topic and expect that they read ahead and complete them, using the presentations. Hi Jeff – thanks for the comment and glad to be of help.
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