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Based off the Day 2 ideas and additional information gained today on Day 3, I have prepared my final presentation (attached below).  There are too many ideas in it in some ways, but I am seeking feedback on the learning activity-assessment alignment in particular.

 

My vision (of grandeur?):

Learning objective 1: Students can describe DNA replication in bacteria

  • First round: a group problem session at the end of lecture
    • Students work in groups of 4
    • Provided with concept map starter
    • Groups develop concept map then after set amount of time (10 minutes?) switch with another group for additions and comments
    • Hand in map for feedback - not graded
  • Second round*: homework question
    • List the four stages of DNA replication and the major controls on each stage.
  • Third round: exam question
    •  Explain how DNA replication occurs in bacteria from beginning to end

 

Learning objective 2: Students can explain DNA sequencing

  • First round: game
    • Play game with guiding questions
    • Do post -game reflection
      • take home message
      • insights
      • improvements
  • Second round:

 

Lecture objective 3:

  • First round: a lecture problem using a figure from the text
    • Students work in groups of 4
    • Hand in problem answer for comments - no grade
    • What happens as the cell gets warmer?
      How does the microbe regulate these differences in cell activities?
      What could happen if the cell got cooler again?
      (Figure 10.18 on Day 2 or in Powerpoint)
  • Second round*: a homework assignment similar to the group problem
    • hand in homework for grading and more feedback
  • Third round: exam question or question part
    • Predict the possible responses a microbe would have to increased levels of iron in its environment (see Fig. 10.20 on Day 2 or in Powerpoint to start, but account for other possibilities!)
    • Assessing the summative assessment - rubric

      Excellent (90-100%): Student recognizes that a protein (a gene product) is used to collect iron, that protein synthesis can be regulated in response to the environment, and provides all the possible mechanisms that this can occur at as predicts responses to lower iron levels in a well-developed and cohesive answer.

      Competent (80-90%): Student recognizes that a protein (a gene product) is used to collect iron, that protein synthesis can be regulated in response to the environment, and provides more than one possible mechanism (other than the provided figure) that this can occur at as predicts responses to lower iron levels in a cohesive answer.

      Developing (70-80%): Student recognizes that a protein (a gene product) is used to collect iron, that protein synthesis can be regulated in response to the environment, and provides the mechanism from the provided figure that this can occur at as predicts responses to lower iron levels.

      Poor (60-70%): Student provides the mechanism from the provided figure that this can occur at as predicts responses to lower iron levels with little or no explanation.

 

*optional

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