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9 search results for 'Memorisation' 'Information Processing' 'Interactive Whiteboard' 'Video' 'Discussion forum' > Biology (9) : Publications in Profweb (9)

Publications in Profweb (9)

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

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.


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.

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

Deceptively Small Packages

Published April 8, 2012  |  Biology

Edward Awad Teacher, Vanier College

The effect that clickers have had on Edward Awad's teaching is profound. He can now spot problematic content areas and focus on topics where students need more attention. Also, without realizing it, he seems to have anticipated what is now being called the flipped classroom.

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.

Real Life Stories

Socrative: An Online Alternative to Clickers

Published June 8, 2014  |  Biology

Lissiene Neiva Teacher, Vanier College

Socrative is an online alternative to clickers. Lissiene Neiva presents an account of her use of this resource explaining a number of advantages as well as its limits.

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.

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.

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Real Life Stories

Published February 2, 2016

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

Biology

Articles

Published March 1, 2016

Exploring Online Student Assessment Systems: Part 1 – Learning Catalytics

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.

Biology

Real Life Stories

Published October 6, 2016

Top up Your Tank with Commitment and Fun in 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!

Biology