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13 search results for 'Distance Learning' 'Collaboration' 'Sommative Evaluation' 'Inclusive Pedagogy' > Biology (13) : Publications in Profweb (13)

Publications in Profweb (13)

Real Life Stories

Remote Exams in Teams for an Inclusive, Honest, and Fair Evaluation

Published November 17, 2020  |  Biology

Neerusha Gokool Baurhoo Teacher, Vanier College

In my biology course, to limit plagiarism and cheating while listening to the needs of my students, I am currently experimenting with team exams. On Moodle, the students have 2 hours (in a 1 week period) to answer, as a team, 3 case study questions. I then interview each student to validate their individual demonstration of the competency. I am noticing that the results compare to that of a traditional in-class, supervised evaluation, but the risks of plagiarism or cheating are reduced and the students tell me that they are less stressed and understand the content better.
The trigger: plagiarism during remote evaluations

Real Life Stories

Understanding Difficulties Experienced by Students with Learning Disabilities: A Photovoice Initiative

Published January 29, 2019  |  Biology

Neerusha Gokool Baurhoo Teacher, Vanier College

As CEGEP instructors, we are mandated to create an inclusive classroom environment that could support the engagement and academic achievement of our diverse learners. However, constructing an inclusive classroom to reach all students – especially those with learning disabilities (LD) is challenging.

Articles

Exploring Online Student Assessment Systems: Part 1 – Learning Catalytics

Published March 1, 2016  |  Biology

Angie Stevens Editor, Profweb

In search of a faster and more efficient way of assessing student comprehension of topics addressed in class, Anna Dera stumbled upon Learning Catalytics. Diagrams, graphs, pictures and data analysis are all essential for assessing student understanding in biology, and many assessment systems are limited with respect to using this type of material. Anna’s research has taught her quickly that not all classroom response systems are made the same.

Real Life Stories

“Just-In-Time Flipped Classroom” Pedagogy in Biology

Published February 2, 2016  |  Biology

Sophie Dion Teacher, Cégep de Saint-Félicien

For a few years now, I have noticed the necessity of adjusting the teaching methods I use with the students in the Animal Health Technology program. This is most apparent in the Cells and Genetics course in biology, which is taught during the first semester.

Real Life Stories

Top up Your Tank with Commitment and Fun in Biology

Published October 6, 2016  |  Biology

Nathalie L’Heureux Teacher, Cégep Édouard-Montpetit

I've been teaching college-level biology for more than 20 years. I am naturally curious: from the very beginning of my career I have been interested in interactive platforms. I slowly got rid of my paper notebook in favour of an interactive and electronic alternative. At the start, I had some ecological concerns. I quickly noticed that students were more engaged in their learning with my new way of teaching. What's more, they could redo their activities as many times as they wanted, and have fun too!

Real Life Stories

At-home Biology Labs in Times of Pandemic

Published April 21, 2021  |  Biology

Neerusha Gokool Baurhoo Teacher, Vanier College

To allow my students to do their biology labs at a distance, I prepared for them some small kits that they can get at the Cégep in exchange for a refundable deposit. I have completely revised the labs that I usually do during my in-person courses to create new ones that allow the students to acquire the same analysis competencies, in a different context. The students consider those labs to be as engaging as they are formative, even more than the labs that they normally do in class. I am also delighted by the results!

Real Life Stories

Technology for Teamwork

Published October 20, 2013  |  Biology

Justine Bell Teacher, Champlain College - Campus Saint-Lambert

In fall 2012, Justine Bell experimented with a team learning approach in a biology course. The centerpiece of the course was an integrative project where students had to incorporate knowledge from various disciplines. To do this, you have to form big groups. Information technology helped to provide these student teams with the resources to do their term project.

Real Life Stories

Screensharing with LiteShow III to Create an Active Learning Scenario

Published May 5, 2013  |  Biology

Edward Awad Teacher, Vanier College

As part of an APOP ICT Project to support local initiatives in Anglophone cegeps, Edward Awad tested LiteShow III in his General Biology I (101-NYA) classes during the fall semester of 2012. Results suggest possible low cost active learning options throughout the college.

Articles

Exploring Student Assessment Systems: Part 2 – Socrative, Google Forms, Spiral, Piazza, and more!

Published June 6, 2016  |  Biology

Angie Stevens Editor, Profweb

The last time I spoke with Anna Dera, Biology Teacher at CEGEP Champlain-St. Lawrence, she was thrilled to be sharing her experience about using Learning Catalytics, which you can read about in the Profweb article Exploring Student Assessment Systems: Part 1 – Learning Catalytics. At that time, she expressed her desire to try out some free platforms, as Learning Catalytics requires a student subscription fee. Anna’s research lead her to create a short list of free platforms to experiment with including Socrative, Google Forms, Spiral, and Piazza. A few students also used Quizlet on their own for studying purposes.

Real Life Stories

Evolving Content Bridging Technologies

Published November 3, 2013  |  Biology

Roxane Millette Teacher, Cégep John Abbott College

Roxane Millette's students have to competently reformulate a concept that she teaches in class. She helped develop a biological literacy by asking students to move between various technologies to produce an essay that employed professional terminology and expression.


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Real Life Stories

Published November 17, 2020

Remote Exams in Teams for an Inclusive, Honest, and Fair Evaluation

Neerusha Gokool Baurhoo Teacher, Vanier College

In my biology course, to limit plagiarism and cheating while listening to the needs of my students, I am currently experimenting with team exams. On Moodle, the students have 2 hours (in a 1 week period) to answer, as a team, 3 case study questions. I then interview each student to validate their individual demonstration of the competency. I am noticing that the results compare to that of a traditional in-class, supervised evaluation, but the risks of plagiarism or cheating are reduced and the students tell me that they are less stressed and understand the content better.
The trigger: plagiarism during remote evaluations

Biology

Real Life Stories

Published April 21, 2021

At-home Biology Labs in Times of Pandemic

Neerusha Gokool Baurhoo Teacher, Vanier College

To allow my students to do their biology labs at a distance, I prepared for them some small kits that they can get at the Cégep in exchange for a refundable deposit. I have completely revised the labs that I usually do during my in-person courses to create new ones that allow the students to acquire the same analysis competencies, in a different context. The students consider those labs to be as engaging as they are formative, even more than the labs that they normally do in class. I am also delighted by the results!

Biology

Real Life Stories

Published March 7, 2017

The Blog as a Monitoring Tool for Internships in Biotechnology

Alain Toutloff Teacher, Cégep de l'Outaouais

Supervising students well in class is one thing, but when it comes to doing so with respect to internships, it becomes much more complex. How do you follow their evolution and give value to everything they will have accomplished? By putting a blog into place, through the My Web Space hosted by Profweb, I was able to achieve several of my pedagogical objectives. I will share with you my first experience with my students in biotechnology.

Biology

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