Teaching Strategies

Multiple studies support the practice of small group work with engaging, active-learning activities to promote deeper learning and understanding with long term recall. We are using this approach with two classes each semester (BIOL 2001C AND BIOL 2002C) with up to 320 students. Instructional challenges—especially academic—stem from the diverse student population, many of them freshmen. Trying to reach all levels of students can be challenging. Active engagement with drawing, labeling and writing activities as well as discussion questions in a Personal Response System (clicker) format gives immediate feedback. Small points are awarded for this work. The most important thing I found to make the most of these activities is for students to do the proper preparation before class with textbook reading, completing learning objectives and relevant online homework assignments.  

Classes in large lecture settings can be daunting to manage. To encourage long-lasting relationships throughout my courses, I seat my students in Zimmer auditorium in groups of five based on their lab sections, which only have 20 students each. I have Learning Assistants and Supplemental Instructors, who are assigned about 50 students each, to help with classroom management. Without them, I could not do the activities well.  They help to keep students accountable by making sure they are doing their work and participating in their group. I also do not allow any cellphone use in my classroom, and allow iPad and laptops for school use only. Anyone violating this rule loses that privilege and points for the day.    

All lectures are recorded, and students are encouraged to review them to deepen their understanding of the lecture material. This Metacognition learning strategy guides students to spend time before the exam to understand more difficult concepts and answer any questions they may have on their own. This allows students to be more focused in lecture and listen without having to take notes. They can easily take notes later with the lecture recording.