Use of blogs in the biology classroom

Blogs in the biology classroom allow students to develop their technology skills and utilise these in a collaborative environment where they are engaged and motivated in their learning.  Brunsell and
Cimino (2009) indicate that although students were apprehensive at using blogs as a part of their learning a sense of confidence is gained through their peers and teacher. The subject content becomes less frightening through the blogs and the confidence gained was then developed back into the classroom and increased participation levels. Students are able to self-direct their learning through their own research and at their own pace. The knowledge of content becomes stronger along with confidence. Blogs in the biology classroom increase confidence, participation and success.

Brunsell, E. & Cimino, C. (2009). Investigating the Impact of weekly Weblog Assignments on the Learning Environment of a Secondary Biology Course. Technology and Social Media. Retrieved from  http://ourspace.uregina.ca/bitstream/10294/2956/2/ie15%282%29_A3Investigating%20the%20Impact%20of%20Weekly%20Weblog%20Assignments.pdf

Sample marking guidelines and feedback on an exam style question

OUTCOME:

7.7.7 Analyse and present information from secondary sources to trace the history of the selective breeding of one species for agricultural purposes and use available evidence

to describe the series of changes that have occurred in the species as a result of this selective breeding

QUESTION:

For a named plant or animal species in agriculture, describe the impact selective breeding has had on the species. (3 Marks)

BAND:

Bands 4-5

MARKING CRITERIA:

Provides characteristics and features of selective breeding of a named species.	3
Outlines the impacts of selective breeding on a named species	2
Identifies a named species OR Identifies impacts of selective breeding	1

FEEDBACK TO STUDENTS:

·         Identify the species at the beginning of your answer.

·         Specifically indicate the changes that the species has undergone

·         State specifically how the changes from selective breeding are of benefit.

Value of mapping skills and outcomes in terms of assessment.

The mapping grid shows the outcomes and skills that are to be taught to students through the course. Bringing together the PFA, Knowledge, Understanding and Skills, programs and assessments can be developed. It also allows for the teaching and learning experiences to be planned out throughout the course. Furthermore the skills can be planned out as so students can learn, practice and apply these skills. The teacher can easily identify when and how the modelling, demonstration and practicing takes place. These mapping grids also allow for the syllabus to be a flexible document and for changes to be implemented easily. Planning and design for assessments is made through the mapping grid ensuring that all skills and outcomes can be assessed, meeting the requirements of the syllabus. Know when the outcomes and skills are being taught allows for appropriate assessment to be given.

Young Scientist Awards helping Teachers and Students in open-ended investigations and applying the holistic marking criteria.

The Young Scientist Awards and similar award systems are a valuable tool in motivating and making science open-ended investigations enjoyable. The students develop the practical skills, that the science curriculum expects, through their own investigation. The students also gain a greater depth of knowledge and understanding through their investigations by having to plan, conduct, and communicate their investigation while developing their scientific thinking and problem solving skills. Such programs are of benefit to teachers in that the award systems in place (the prizes on offer) provided a motivation for students to participate and be motivated in the science curriculum. the student and school is recognised for participation. Being the students own interest area is a motivation factor.

Using the holistic marking methods on looking at the overall assignment and matching it to the rubric is an interesting approach. From the experience in using it I found it a little difficult work with in the fact that some students work has aspects from across the board and required analysis from looking at the piece of work. Although this difficulty was faced it also proved beneficial in giving marks between 1-4. However working in pairs while working was a good method of introduction to the procedure which was not experienced before. It allowed ideas to be shared and thoughts generated which would not have been recognised working alone. The standard of work across the board was quite surprising and the length of and detail of the projects was varied. But regardless of length, presentation and detail it was a good experience to be marking using the holistic method and having such a broad range.

Web resources for practical activities linked to the syllabus

The Search for Better Health

9.4.3 Perform an investigation to model Patueur’s experiment to identify the role of microbes in decay.

1. http://bcs.whfreeman.com/thelifewire/content/chp03/0302003.html

This web resource was linked through the NSW HSC Online and Charles Sturt University http://hsc.csu.edu.au/biology/core/better_health/9_4_3/943net.html. It is a good resource that presents the background information and history from behind the practical in the introduction. The animation then has options in both the auditory, literal and visual sense, catering for many learning styles. Throughout the animation tab 2 quiz questions are presented to test the student on what they think will happen. The conclusion exposes students to the results and significance of Pasteur’s experiments and finally there is a short quiz for students to participate.

2. http://www.sumanasinc.com/webcontent/animations/content/scientificmethod.html this 2^nd web link is somewhat similar to the first. However it does go into greater detail regarding Redi’s experiment and the theory of spontaneous generation. I like how this link breaks both of the experiments represented into 4 components being Observations, Questions, Hypothesis and Conclusion. It allows the student to clearly identify and recognise these and the experiments development and purpose. It is again good for a variety of learners being visual and auditory. The visual stimuli are clear and an easy to follow representation.

Both of these links model Pasteur's experiment in a clear and concise manner that allow students to identify the purpose and the role of microbes in decay.

Website Evaluation

9.3.4 Process and analyse information from secondary sources to explain a modern example of 'natural' selection


LINK:

https://www.msu.edu/~sharrowr/naturalselection.html

1.       What can the URL tell you?

This is a personal page that comes from an educational domain from the Michigan State University.

2.       Scan the perimeter of the page.

The page is written by and developed by 3 students of an evolution subject at MSU as a part of their course work. It is dated at 2002. The authors have no real expertise and a resource list has been made available. However links within the body of text no longer work. There is no recent updating.

3.       Indicators of quality information.

The links provided throughout the text do not work and the information has been obtained from several Journals and websites. Some of the resources that do have links work, but the reliability and validity of these look as though they also need to undergo examination.

4.       What do others say?

After using alexa.com no results appeared and Wayback Machine showed no recent updates and also no links were detected. The Author has no information about them on the web and nothing is said about them.

5.       Does it all add up?

After the completion of this evaluation I would not recommend it for use by students. It was developed as a component of a subject at university by several students. Given the dates and “dead” links the value of the page is significantly low. Pages of more recent development would be sought after as well as being from a reliable author.

Formative Assessment

Formative assessment allows feedback to be provided to both the student and the teacher to develop the teaching and learning of all involved (Venville & Dawson 2004).. There are five conditions, according to William (1998) in order for an assessment to be formative, including the following:

1.    A system to determine the current achievement of students

2.    The desired level of achievement to be achieved

3.    Comparison between the two levels in order to identify the gap

4.    The teacher informs students on how to close the gap through information, prompts and scaffolds.

5.    The gap is closed by students using the information.

Formative assessment is an effective strategy to improve learning in students and is significantly enhanced when the teacher provides quality feedback. The feedback supplied to students should be of comments that indicate what the student is doing well and needs improvement with some degree of how to improve their work (Venville & Dawson 2004).

http://weblink.scsd.us/~henninger/PDF/fas.pdf and http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html both provide a wide range of ideas and strategies to implement formative assessment into the classroom.

One method that could be used from these two sources is the Exit/Admit slip. This could be used both before and after the lesson to respond to questions asked by the teacher. This method allows for the identification of students who have the understanding and those needing extra support, or for the teacher to adjust their teaching method and strategies. Used prior to the lesson the previous days lesson can be reviewed. IN relation to Module 9.2 Maintaining a Balance and this method realistically any component can be analysed in this strategy form. From outlining the needs of oxygen in living cells to distinguishing between active and passive transport. Any piece of content, preferably one of a smaller building block, can be tested.

A second Method that would be beneficial is the inside out circle method. Here students, in pair, form a circle and face each other. They will have come up with questions based on that lessons topic/content and ask one another for the answers. Students move around the circle and this also acts as a form of peer assessment. Again this form of assessment can be used throughout the module of 9.2 and the biology course.

9.2.2 compare the structures of arteries, capillaries and veins in relation to their function could undergo formative assessment with getting students to draw and label the distinguishing features between them. Alternatively, a table to compare the three and features including:

Feature	Arteries	Veins	Capillaries
No. of layers in the wall
Middle layer thickness
Elasticity
Pressure of blood transport
Lumen size
Valves or no valves
Where is blood transported?