Center for Teaching & Learning Thea Kristensen (Biology)

Wk

Week of

Lab

Pre-registration

We sent students who had previously enrolled in the course a video and text describing the new format.

Due Monday 1^st day of class

Students (and instructors and TAs) will make an introductory video with name, pronoun, an organism you find interesting—ideally go outside for this! Include why you think the organism is interesting. Can be something you have never seen before, something you appreciate, something that you want to avoid, etc.

Activated name coach on Moodle. 

Also google form so we can some info about them. (include pronouns, internet access, what they want us to know about them, ?what hope to get out of class.

Will post a video orienting students as to where to find what they need in Moodle and going over the syllabus.  There will be an additional component this year emphasizing the collaborative nature of the course work in a hyflex setting.  Important to do community building activities each time we meet.  We want to get to know each other as human beings.

1

8/24

Nuts and bolts

Students will watch the compiled intro video with people from their lab section. 

Establish on-line norms (see https://docs.google.com/document/d/1yD8D_ipMNhBMsGFawSTUyf_g-Fw76aMpRFzDMb04Ci0/edit?usp=sharing )

Community norm questions (what bring to course, think about more)>done in breakout groups and then back to full group?  Or maybe 2 word clouds, one with Three qualities or values you want to ask of our group in our work together as a class and the other with Three qualities or values you will offer to the group. (start with own values in cloud, then just a few minutes to work in breakout groups for norms for class>come back and share out, then all groups share to cloud.  Will include pics of this on Moodle page.)  Make sure to have students introduce themselves in the group with pronouns and state their favorite kind of pizza.  Explore whether it is possible to set up links to clouds in advance.

When do break out groups also must establish roles.  Always be a facilitator> This person will help facilitate discussion.  In particular, especially in the Zoom context, they will make sure to ask include/ask for contributions from all group members. 

Time manager> this person is responsible for helping the group progress through their work in a timely way. 

Recorder>this person takes notes on what the group says (there will be situations when people take turns in the role within a specific session). 

Encourager>this person will encourage the group in two ways, first they will encourage group members to think through their ideas and delve more deeply into topics under discussion; they will also support all other group members by providing specific positive feedback regarding contributions

(Will post the list of roles on Moodle and have a printed version in manual.  Think about if there is some way to display this briefly while setting up to send to breakout groups.  There will be a Google sheet each week that lists partners, groups and roles that will be used in class so that students can review what to expect.)

2

8/31

BioBlitz

Introduce yourself to your partner and state what you are most looking forward to for the day and something you think you might find challenging.  (Ask TA or prof about questions/challenge when get to tent)

3

9/6

Individual variation

What makes a good partner?  I have done this as a think write pair share in the past.  Here, students write it down on scratch paper on their own, then work with breakout group.  Then return and share items to Google slides or word cloud.  Then have students indicate what they bring as a partner (word cloud or 2^nd slide)

Remind students of group roles when move to start reading activity.  Ask students to make a practice of introducing one another.  This week, ask them to share what their favorite organism from the BioBlitz was.

4

9/13

Forest plot lab

Will meet with group at entrance to wildlife sanctuary.  Ask students to remind one another of their names and to indicate one positive thing that they bring to the group this week (approach, skills, attitude, etc.).  Exit ticket in some way (Moodle likely), one thing they learned for the day, a way they contributed to the group, a way someone else in the class contributed to their learning process.

5

9/20

Stream sampling 1

We are going to take paper discussions up a level this week which will require excellent collaboration. Individually, one thing did to contribute to learning of partner and something someone did to contribute to their learning. (might do word clouds again here).  In group, what should you do to promote one another’s learning in a group?  Bring back and put into slide (need to work on consistency here, but also may want to consider anonymity).  Instructor will point on strong points and add if something is missing.

6

9/27

Stream sampling 2

As full class, share one positive thing from this past week.  Then with partner, agree on a plan to work through the questions and a strategy for seeking help from one another and from instructor or TA (is there a way to raise their hand when in breakout groups?)

Exit ticket:  something that went well in working with partner, something want to improve on, question still have

7

10/4

Open lab: stream lab writing

As full class, something learned in any class or activity this past week.

Set goals with partner for the day (with the knowledge that they should have flexibility) and what they will each do to help the other.

8

10/11

Locomotion and response to environment: slime mold 1

Each person to share favorite restaurant in town.  Then, share something that worked well in article discussion last week, area would like to improve on this week using slides.  (considerate of others, work to state any item constructively.)

9

10/18

Locomotion and response to environment: slime mold 2

Share something with us that we do not know about you.

10

10/25

Open lab:  slime mold writing

State favorite organism from last week (or another protist that you look up and share picture of)

11

11/1

Goldenrod galls 1

Quick check in with full class>something want to share from past week.

When in discussion group>pull up list from last time indicating what went well/what want to improve on and pick 1-2 components to emphasize during discussion this week.

12

11/8

Goldenrod galls 2

Create story as a class (possibly starting with going to a field to find goldenrod galls) one person start and then build (look for notes from ACUE meeting/ask Riley)

13

11/15

Open lab:  Goldenrod galls

On own write down something you learned in the course, then share as a class.