CIS Summer Workshop
PsTL 1135 Essentials of Human Anatomy & Physiology
CIS Instructors
I’m in the process of moving from Appleby Hall to our new home in Burton
Hall. Bottom line — CHAOS!
There is a National Science Teachers Association meeting this next Fall and
Susan Henderson (she’s in-charge of CIS here at the U of M) has said that
she’ll sponsor two of our anatomy instructors.
Here is the web site:
http://www.nsta.org/conferences/2009min/?lid=con
I’m presenting “College in the Schools” on Friday (I think
it’s that Friday)
Let me know if you are interested in helping with the presentation and attending
the conference.
A couple things to report for this summer:
FIRST – I need the new folks to activate their Moodle Accounts.
Go here for information:
http://www1.umn.edu/moodle/instructor/guides/activate_account.html
Moodle Tech help can be found here (Email):
Moodle Support: moodle@umn.edu
You’ll need your U of M x500 to log-in, and you’ll also need the
x500s to enter grades at the end of the semester. I’ll enclose an
excel file with the information I have at this time. I think there are
three of you without x500s at this time. (You can contact the CIS office
to get your 500 if you are having trouble.)
We’ll be using Moodle quite a bit – here is our Moodle site at this
time:
https://moodle.umn.edu/course/view.php?id=2731
(You first need to activate your account, and then I need to add you to the list
of users, in order to get into the site.)
You can practice your Moodle skills there — try out a few things like making
a quiz or uploading a file — everything there is considered “temporary” so
don’t worry about breaking stuff — that’s how you learn. We’ll
learn quite a bit about Moodle this Summer.
SECOND
You have all been given a body system to work on for this summer. A big
question is “What has to be done prior to the workshop?”
Here is a list:
150 questions that we will put into Moodle during our Summer week. Many,
or even most, of your questions should include images.
(See THREE below for more details) I would recommend putting your questions
in Word, and then having a separate folder with images (JPEG, GIFs, etc.) Big
note – I think Moodle only support JPEG — so you may want to keep
that in mind.
A set of discussion questions for class — items that generate conversations
and arguments.
(For example, the “controversy” behind vaccinations, doping and athletics,
etc.)
A good lab activity or two (if possible – lymphatic system, anybody?)
I may add a couple more items in a week or two — but this is a good start.
THREE
I’ve just completed a manuscript on “formative testing” (See
enclosed — it’s “in review” now) -- We’ve
found that small quizzes completed prior to class are very good at learning a “few
facts” --but not good at promoting higher order thinking (example
- problem solving). With this in mind, I hope to have our students use
on-line quizzes prior to showing up to class, and then in class we’ll do
more activities that promote higher order thinking — such as case studies,
problem solving, etc..
I encourage you to read the paper and we’ll discuss it this Summer — but
I think it describes how we should, and should not use on line testing.
For our students, we need to press further than “learn a few facts” --
we need to push to higher levels of Bloom’s taxonomy.
SO — for your assigned topic — try to think, find, develop, etc...
Items that promote higher levels of thought.
Also – in terms of your 150 questions — try to develop about 75 to
100 at the “knowledge and recall” levels, and then about 50 (if possible)
at the higher levels. (Hint – I love questions that require
students to analyze data -- interpret graphs, etc. You can look in
your textbook’s testing files — many good questions in there.)
FOUR
One of the easier activities that I use involve concept maps. The enclosed
document shows how I introduce concept maps in my study guide. I create
concept maps with a couple errors in them, and then have groups of students “find
the errors.” Concept maps can be simple or complex — the more complex,
the more time it takes to find the errors. Another simple group activity
is to have groups of student create concept maps to show relationships — Example,
develop a concept map that shows the anatomy of the digestive system and the
major enzymes found in each section.
Side note:
In science education, there are two things that have been shown to promote higher
order thinking:
Cooperative groups
Concept Maps
I hope you use both in your courses.
Finally
In no way am I going to dictate what you are supposed to do on a day-to-day basis. My
goal with this curriculum development project is to get a few new ideas going
and challenge both you and your students.
Also
We have a few gaps in our assignments – we still have open the digestive
system, biochemistry, cells, and histology. I’m going to take
on “Chapter 1” -- and then move to the digestive system. If
anybody wishes to do extra work, please let me know! Ha ha.
That’s enough for now -- I’ll send out another note in about
10 days. Until then — hang on, summer is almost here.
Murray
Summer workshop activities, in teacher teams, assign a system to create…
At Home o Book o PowerPoint presentation -3 levels of difficulty to accommodate depth, includes images, ID lists, physiology (how much here, how much in class) o
Moodle Quiz – correlate to PP difficulty levels Instruction/in class o
Discussion questions Case study o Project o Games & Puzzles o
Lab or two on topic Group also needs to decide on Student Projects Video… Same topic , multiple topics?
Resources www.apsarchive.org