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 HANOPHY.LessonPlan.CastleTop.docx
Updated Lesson Plan & Castle Top
20.34 kB15:20, 10 Sep 2015mhanophyActions
 HANOPHY.Assessments&Activities.docx
Updated Activities & Formative Assessments
1029.58 kB15:20, 10 Sep 2015mhanophyActions
 BSP Assignment September.docx
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17.38 kB16:40, 10 Sep 2015clucianoActions
 Post institute assignment - Dates for implementation1.pdf
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371.84 kB04:27, 13 Sep 2015pseshadriActions
 Sample questions for assessment.pdf
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208.18 kB04:27, 13 Sep 2015pseshadriActions
 Post institute assignment 2a - progress report.docx
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11.59 kB05:40, 4 Oct 2015pseshadriActions
 End of the semester report.pdf
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144.23 kB06:35, 7 Jan 2016pseshadriActions
 alignment grid for spring 2016.pdf
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229.96 kB08:56, 17 Jan 2016pseshadriActions
 BioScholars Assessment Fall 2015.docx
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1007.14 kB23:10, 24 Jan 2016mhanophyActions
Viewing 9 of 9 comments: view all
To Padma- I am going to be starting microbial genetics and sharing of DNA in an allied health micro class in two weeks. This is always a tricky thing for non- bio majors but an important topic. I like how you have framed it in terms of antibiotic resistance (I do the same). The one minute essay will really help the students articulate their understanding/misunderstanding and also let you know how well they understood the concepts.
Posted 05:12, 28 Sep 2015
Michael - I think that the observations and videos are great however I was wonderingwhat type of active learning experience do you intend to provide during lecture to activate their prior knowledge? edited 02:17, 3 Oct 2015
Posted 17:06, 2 Oct 2015
Thanks Karen. As you suggested, I will include one minute essay to facilitate the students’ participation and also to assess the students’ knowledge on the concepts.
Posted 05:27, 4 Oct 2015
For Padma: I like how you teach HGT using antibiotic resistance as an example. For learning outcome 1, you list a higher order summative assessment as a case study with S. epidermidis. Is that part of an exam, graded I am assuming? you should provide some formative assessment that is also higher order as a practice before the students are graded on that.
Posted 12:06, 13 Oct 2015
Michael-Really like that you incorporate so many visuals into your assessments. Something I could definitely emulate. You have a set of bullet points that are "things they should already know"...do you find they actually know these things or do you end up covering them anyway. Just curious... -Angela
Posted 05:57, 27 Oct 2015
Hi Pam, Great job keeping up with the assignments! Based on what you have done so far, are you going to make any changes for the upcoming quarter/semester?
Posted 20:14, 13 Jan 2016
Hi Team! Lets plan another Skype meet-up to discuss assignments #4 (reporting out on how the first semester went) and #5 (alignment grid for the new semester).
Posted 20:16, 13 Jan 2016
Nice to see your comment Jordan. I will implement active learning module for HGT as I had done last semester. The change would be out of class activity where the students have PowerPoint slides with recorded lecture. I hope to give more of higher order questions for summative and formative assessments. I have posted alignment gird for spring 2016. Thank you for your advice and suggestions.
Posted 09:06, 17 Jan 2016
Hi Pam,
Here is a link above to the Revised Bloom's taxonomy book we discussed in our Skype meeting. I think it may be helpful for writing those higher order questions. The link is for the abridged version, but here is also a longer version with more examples and mini-modules.
Posted 12:40, 22 Jan 2016
Viewing 9 of 9 comments: view all
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