How do we measure competence in systems thinking? As an instructional tool, models can transform the student experience from the static into the dynamic, the flat to the 3D, and siloed to integrated. The contents of this guide reflect our collective interests and experiences using models and modeling in our classrooms for more than a decade. Initially, modeling provided a way for us to step away from multiple choice and toward assessments that more closely reflect authentic scientific practice.
Modeling has become an approach for how we deliver instruction and a method for introducing and connecting new ideas. We have found that modeling activities make us mindful to demonstrate links between ideas and avoid the expert blind spot. We are more careful to communicate our thought processes, making them more accessible to students learning the material for the first time.
We make concerted efforts to specify relationships in material covered, avoid making leaps between steps, and create opportunities for students to do the same. Through modeling, we can see how students approach the material of our courses and then give feedback to address deficiencies. Modeling is now an indispensable and nonnegotiable component of our instruction. While the research on modeling in undergraduate biology continues to grow, we believe there is strong support for including modeling as part of undergraduate biology instruction.
In our experiences, we have seen students use modeling techniques from our classrooms to study for other, non—model based classes and develop research plans. We propose that modeling should be incorporated throughout a curriculum to help students understand the profound role that models play in our discipline and to encourage them to use models for purposes well beyond our classrooms.
Ultimately, the goal of this guide is to help you, our fellow instructors, incorporate modeling into your classrooms in ways that serve your specific needs. Whether it is helping your students externalize their thinking, practice quantitative reasoning, predict and explain system behaviors, or evaluate their understanding of foundational biological processes, modeling is a flexible and valuable tool for accommodating myriad instructional goals.
Wilson et al. This article is distributed by The American Society for Cell Biology under license from the author s. It is available to the public under an Attribution—Noncommercial—Share Alike 3. Kristy J. Tammy M. Jennifer L. Louis, MO Search for more papers by this author. View PDF. Add to favorites Download Citations Track Citations. Abstract As an instructional tool, models can transform the student experience from the static to the dynamic, the flat to the 3D, and the siloed to the integrated.
Using 3D printed physical models to monitor knowledge integration in biochemistry. Chemistry Education Research and Practice , 19 4 , — Google Scholar Bergan-Roller, H. Discovering cellular respiration with computational modeling and simulations. Course Source , 4 , 1—8. Google Scholar Ceballos, V. Model building and a definition of science. Journal of Research in Science Teaching , 28 1 , 73— Google Scholar Hobbs, F.
A deliberate practice approach to teaching phylogenetic analysis. Link , Google Scholar Louca, L. Modeling-based learning in science education: Cognitive, metacognitive, social, material and epistemological contributions. Educational Review , 64 4 , — Google Scholar Novick, L. Teaching tree thinking in an upper level organismal biology course: Testing the effectiveness of a multifaceted curriculum.
Journal of Biological Education , 52 , 66— International Journal of Science Education , 31 2 , — Biochemistry and Molecular Biology Education , 38 5 , — The following positive statements will help you tailor your comments to specific children and highlight their strengths. You can also use our statements to indicate a need for improvement. Turn the words around a bit, and you will transform each into a goal for a child to work toward. Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing.
Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges.
Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs. There you will find the right words to keep your comments fresh and accurate. We have organized our report card comments by category.
Read the entire list or click one of the category links below to jump to that list. Behavior The student: cooperates consistently with the teacher and other students. Character The student: shows respect for teachers and peers.
Group Work The student: offers constructive suggestions to peers to enhance their work. Interests and Talents The student: has a well-developed sense of humor.
Participation The student: listens attentively to the responses of others. Social Skills The student: makes friends quickly in the classroom. Time Management The student: tackles classroom assignments, tasks, and group work in an organized manner. Work Habits The student: is a conscientious, hard-working student.
Student Certificates! Recognize positive attitudes and achievements with personalized student award certificates! Report Card Thesaurus Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique.
Adjectives attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique Adverbs always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly.
Objectives Students will learn about changes that occurred in the New World and Old World as a result of early exploration.
Older students only. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. On the bulletin board, draw an arrow from the New World the Americas to the Old World Europe, Asia, Africa and post around it drawings or images from magazines or clip art of products discovered in the New World and taken back to the Old World.
You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it. Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display.
Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World.
Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions. For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the Old World: apples, bananas, beans some varieties , beets, broccoli, carrots, cattle beef , cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey honey bees , lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams. Extension Activities Home-school connection.
Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place foreign if possible, domestic if not. Labels from those products will be sufficient, especially if the products are in breakable containers. Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item.
Regardless of what you are teaching, misconceptions will arise. Modelling is an effective way of avoiding misconceptions altogether. By highlighting common stumbling blocks, you can prepare your lessons and sequences of learning accordingly. A lot of confusion in learning comes during the application and well planned and well timed examples are an effective way of circumnavigating issues — if you see them coming.
If you cannot see them and they arise, you can then use live modelling to clear up misunderstanding. One of the big misconceptions from teachers when it comes to modelling is that it is removing the challenge from tasks if you show the students the outcomes you want. I vehemently contest that. When I do training on modelling, I often use the analogy of drawing a tree.
My instruction is to draw a tree: one person draws a palm tree, one draws an oak, and two draw a tree with no branches. Now I have a problem — all have followed the instruction, but what kind of tree was I expecting? Without a clear model of expectation, how is a student going to do exactly what you want of them? Of course there are times when you model the intentional opposite; it is not all about showing students exactly what to do, but also what not to do.
Modelling bad responses is also a good way of allowing students to engage with common errors. By highlighting what not to do, teachers are able to teach students what to look out for in their own work. Pupils are in absolute uproar if I ever start any writing with this determiner because it is something they have been conditioned to avoid.
Modelling is about showing and applying. One big mistake that teachers often make is that they do not allow students to apply the learning from the model in a suitable context. It is futile giving a model and then getting students to simply apply it perhaps having changed only minor details — they will just copy blindly. Instead, the stimulus, the input, the quote or the source need to be substituted so that pupils have an opportunity to apply the modelled ideas in a separate and different task.
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