Don't be a Late Bloomer- CFU
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Transcript of Don't be a Late Bloomer- CFU
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Madison R iggsF i e l d O f S t u d y : B i o l o g y / P r e - D e n t a l
S u p p l e m e n t a l I n s t r u c t i o n L e a d e r : C e l l B i o l o g y, O r g a n i c C h e m i s t r y I I
E m a i l : m r r n g 9 @ m a i l . u m k c . e d u
Patr i c i a Pampol inaF i e l d O f S t u d y : H e a l t h S c i e n c e s / P r e - P h y s i c a l T h e r a p y
S u p p l e m e n t a l I n s t r u c t i o n L e a d e r : B i o l o g y A n d L i v i n g , G e n e r a l B i o l o g y I I S u p p l e m e n t a l I n s t r u c t i o n M e n t o r : A l l D i s c i p l i n e s
E m a i l : p a p 3 n c @ m a i l . u m k c . e d u
Don’t Be a Late Bloomer: How to be a Pro at
Checking for Understanding
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Objectives
Review the 3 key elements of SI Preconceived notions about checking for
understanding When checking for understanding should occur Sample plan Mock session Verbal Volleyball Questions
*Look/listen for discussion points*
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Review: The 3 Key Elements of SI
Wait time I and II Redirecting questions Checking for Understanding
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Assumptions: New Leaders & Students
Leaders Winging it Lack of reference to lecture
Students Q & A Higher level questions are not important
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Discussion
When should you incorporate checking for understanding in a
session?
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Example Plan
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Bloom’s Taxonomy
(Armstrong, 2016)
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Mock Session
Discussion List some examples that the SI leader uses to incorporate checking for understanding in her session.
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Acetylcholine Pathway (Mock Session)
Acetylcholine binds to receptor on GPCR
Galpha is activated by the binding of GTP
Galpha-o binds to Phospholipase C
PIP2 is separated into IP3 and DAG
IP3 binds to a calcium channel on the smooth
ER, releasing calcium Calcium binds to Calmodulin, forming a complex
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Acetylcholine Pathway Continued
Calcium/Calmodulin complex activates NO synthase
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Mock Session
Discussion List some examples that the SI leader uses to incorporate checking for understanding in her session.
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Verbal Volleyball
Discussion How it works: The first participant will begin the discussion by stating an
idea based on the first bullet point. The discussion will continue with each bullet point covered by 3-4 people.
Goal: 12 ideas = 12 participants• How is checking for understanding different in SI
versus the lecture paradigm?• How is checking for understanding helpful for SI
leaders?• Leaders: How can checking for understanding be
incorporated in your course? What are some learning strategies you can use?
• Supervisors/Mentors: How can you ensure leaders are effectively checking for understanding?
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QUESTIONS?