Freeman, S., D. Haak, and M.P. Wenderoth. 2011. Increased course structure improves performance in introductory Biology. CBE—Life Sciences Education 10: 175-186.
This will help you see the topic presented that day as well as material discussed prior and post class on 10-21-2013
Each day students complete a reading quiz on-line prior to class.
Reading quizzes open after class and close one hour before start of class.
Reading quizzes are designed to test lower cognitive knowledge ( facts and terminology) of the assigned reading.
Reading quizzes are worth 2 points.
The reading quiz (RQ17) for 10-21-2013
Practice exams are short answers questions from old exams. The students complete these in on-line using software developed by the UW Biology department. The students have 30 minutes to complete and submit their answers. After submitting their answers, each student receives another student’s answers plus a grading rubric. The student scores the practice exam answers they have received and enters a score for the practice exam. Each student’s practice exam answers is scored independently by two students and final score is the average of the two.
Practice exams are worth 5 points.
Below is the practice exam (practice exam 4) for the week of the course video.
Practice Exam -Weekly
Videos of High Structure Course
A) Biology 180 Class on 10-21-2013
While watching this video keep in mind the following questions:
How often is the instructor speaking?
How often are the students talking?
How often is the instructor checking his student’s understanding of the main concepts of class?
How is instructor holding his students accountable for learning?
How is the instructor calling on students?
Could you do this in your classroom?
Please note that this class format applies the five critical elements for learning identified in the DeWinstanley & Bjork paper cited on Getting Started page.
1-Attention: As students can be called on at any time in class ( instructor uses random call) to answer a question all students are paying attention
2-Elaborate: Activate student’s prior knowledge on this topic so that they have a place to connect the new information
3-Interpret: What is the significance of this new information, why is it important?
4-Generate: Have students generate their own knowledge as this leads to deeper understanding and greater retrieval
5-Retrieval: Test students frequently (in class clicker questions) as testing strengthens future retrieval of information.
It also has the critical components:
1- practice (building their understanding of key course concepts)
2-reinforcing logical thinking
3-accountability ( students held accountable for building their understanding)
4-positive classroom climate for learning
B) first day of class video- preparing the student for the high structure formatC) Class on 10-16-2013- an in-class paper and pencil worksheet (POGIL -like activity) was used.