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This particular assessment tool meets several different needs.  First, it is a take-home homework activity.  This encourages the student to read ahead and review the material before class (when there will be a lecture on the material).  The student will have then seen the material once, and also have an idea about where they might be confused or have follow up questions for class.  Second, this homework is given to students BEFORE the start of a module or chunk of chapters, and collected on the day of the exam.  This homework is meant to be used as a study guide for the exam.  Third, the point value for this homework is enough to offset the exam enough so that students who have test taking anxiety are less stressed about the exam.  This homework can be checked off at each class for specific content reviewed, making sure all material is covered during lecture.

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The attached youtube video is an excellent presentation on DNA replication.  Many students find the concept of DNA replication to be very difficult, with many factors and individual processes.  This video uses animation to describe the process and parts of DNA replication.

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(OLD VIDEO) DNA Replication: The Cell's Extreme Team Sport

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Biology "Who Am I?".  In this in-class game, students pair off in groups of 4 or 5.  Each group will be given a pad of post-its, and a sheet of paper with terms from our next Biology exam/quiz.  The first person chooses a term from the list, crosses it off, and writes the term clearly on the post-it pad.  It is important not to let the person to the right of you see the term on the post-it or when you cross it off the list.  The person to the right puts the post-it term on their forehead.  They have NOT seen the term.  The other members of the group will give the person with the post-it a clue about the term on their forehead.  The person with the term has for clues to guess the correct term.  If the term is correctly guessed, the team can put the term at the bottom of the post-it pile.  If the term is not correctly guessed, the wearer should discuss the term and clues with the group, and put the post-it in an "incorrect" pile.  These terms should be handed into the instructor at the end of the game for entire class review.

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This particular link will take you to The Institute of Cancer Research, specifically the cancer biology page.  Cancer is caused when cells within the body accumulate genetic mutations and start to grow in an uncontrolled manner. Understanding how cancer develops and progresses, including how gene mutations drive the growth and spread of cancer cells, and how tumours interact with their surrounding environment, is vital for the discovery of new targeted cancer treatments.  Bottomline:  Understanding the Biology of an organism can save a life!

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Scientists at The Institute of Cancer Research are teasing out the roles a cancer's gene mutations play in evading the controls that keep healthy cells in check, so they can identify promising new targets for cancer drugs. They are exploring how genetic mutations allow cancer cells to divide more frequently, avoid cell death and invade neighbouring tissues to spread locally and around the body.

Our research is also exploring the way cancer cells work together within the tumour ecosystem, and exploit surrounding tissues to promote their own growth and spread - for example by encouraging the growth of blood vessels to feed them nutrients and oxygen. Most cancer patients die as result of cancer that has moved away from the original site and spread around the body. Our scientists are working to understand the process by which cancer spreads, known as metastasis, with the aim of developing new treatments that prevent cancer spread or target metastatic tumours.

Whereas it was once thought tumours were largely homogeneous, it is now understood that an individual cancer is made up of different groups of cells, each with different arrays of genetic mutations. Scientists believe this genetic complexity arises in part because tumours develop through a process of evolution by natural selection, just as species of animals and plants have done. This helps cancer cells to adapt to their local environment, grow and survive, and avoid the effects of cancer treatments.

At the ICR, we believe that an appreciation of the genetic diversity of tumours, and of their dynamic evolution, is essential to develop more effective cancer treatments. We are particularly interested in understanding how tumours can acquire gene mutations conferring resistance to cancer treatments, and how we can use this knowledge to overcome drug resistance through new treatments or treatment combinations.

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Scientists at The Institute of Cancer Research are teasing out the roles a cancer's gene mutations play in evading the controls that keep healthy cells in check, so they can identify promising new targets for cancer drugs.

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This link takes the student to games that teach cell (Plant and Animal) structure.  There are several different games and ways to compile the information.  Not only is there a visual game to place the "parts" of the cell into the proper cell, but afterwards there is a Venn Diagram game that shows the similarities and differences between plant and animal cells.  If you hover over an organelle the function will pop up.  Note:  When you open the link in padlet, you must click on "view original" to go to the game in a separate window.

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It is important to assess the learning in your classroom.  Evaluations help teachers make informed instructional decisions, help students understand their strengths and weaknesses, provide feedback, and allow reciprocity between the student and teacher.  In the science's, classroom evaluations can be hard to interpret due to the complex nature of the material taught.  It is important to use the correct evaluation at the correct point in the class.  The link below shows examples and templates for evaluations in the sciences that have proven results.

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There are several techniques used to give an effective presentation including a good event design, preparation, good visuals, a well thought out opening, body, and closing, and the use of reflection activities.  In science, presentations can be especially difficult due to the large amount of content and of difficult information the presenter has to "teach" to the crowd.  The following link shows ways to make a scientific presentation more effective.

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Module 3:  Creating an Active Learning Environment

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Module 3:  Creating an Active Learning Environment

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There are several methods that can be used to create an active learning environment, one of which is to use a variety of teaching techniques including cooperative learning.  Use of cooperative learning in the classroom has been shown to lead to higher student achievement, high self-esteem, more motivation, higher regard for other students, and greater acceptance of cultural differences.  The following link will take students to a paper citing several specific reasons for using cooperative learning in Biology

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Module 2:  Developing and Managing the Adult Learning Community

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Module 2:  Developing and Managing the Adult Learning Community

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In order to effectively manage and develop an adult learning community, the instructor first has to determine how to properly motivate his or her classroom.  There are several factors that can influence a classroom learning environment including physiological factors (body rhythms, environmental needs), and affective factors (attitudes, values, and emotions).  While teachers have little control over the physiological factors within the classroom, an astute instructor can start working on the affective factors of the students on the first day of class.  The following link will direct the learner to a paper that emphasizes motivation to learn, specifically in college science.

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Adults have several different learning styles that have been developed over years of learning experiences.  Some learning styles that appeal to adults can be visual (need to see it), auditory (need to hear it), Kinesthetic (need to do it), and tactile (need to touch it).  Adults may prefer one style or a combination of styles.  The following link will direct the adult learner to a webpage where they may explore many interactive Biology exhibits.