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Back in School! Now with Bonus Rant
Aug. 28th, 2010 10:33 am"Blah blah blah biochemistry (or whatever is at hand)."
"Now a historical example! [Researcher] was investigating [topic highly relevant to lecture] during [historical context]. S/he had a question: [why am I seeing this / what is this thing I am seeing]?"
"They hypothesized [blah, possibly with illustrative diagram / chalkboard doodle]."
"To test this, [famous experiment]."
"When the researcher did the experiment, they saw [results, with pictures / diagrams / charts / animations / chalkboard doodle]. This was [in line with their hypothesis, or surprising]! It turned out that [biochemistry]."
"Therefore, we know [biochemistry] because [keywords relating to historical example]. The take-home message is: [one or two sentences]."
Questions may be - even should be - solicited after any hard return, as well as any other time the teacher sees eyes glazing over.
The take-home is key: what is the core concept? Knowing what the teacher considers essential tells the student what is a colorful but noncritical aside, and what is a key detail necessary for their knowledge base (and passing the test).
The structure is also important: deliver different material in the same way, so students can home in on what you're looking for (context, hypothesis, experiment and results, conclusions, take-home).
This message brought to you by this week's ABO typing example, which managed to do all this except a succinct take-home. (I think it was something about haptens and epitopes, but I'm still confused on the biochemistry.)
"Now a historical example! [Researcher] was investigating [topic highly relevant to lecture] during [historical context]. S/he had a question: [why am I seeing this / what is this thing I am seeing]?"
"They hypothesized [blah, possibly with illustrative diagram / chalkboard doodle]."
"To test this, [famous experiment]."
"When the researcher did the experiment, they saw [results, with pictures / diagrams / charts / animations / chalkboard doodle]. This was [in line with their hypothesis, or surprising]! It turned out that [biochemistry]."
"Therefore, we know [biochemistry] because [keywords relating to historical example]. The take-home message is: [one or two sentences]."
Questions may be - even should be - solicited after any hard return, as well as any other time the teacher sees eyes glazing over.
The take-home is key: what is the core concept? Knowing what the teacher considers essential tells the student what is a colorful but noncritical aside, and what is a key detail necessary for their knowledge base (and passing the test).
The structure is also important: deliver different material in the same way, so students can home in on what you're looking for (context, hypothesis, experiment and results, conclusions, take-home).
This message brought to you by this week's ABO typing example, which managed to do all this except a succinct take-home. (I think it was something about haptens and epitopes, but I'm still confused on the biochemistry.)
