Using a SAAC EZ form completed during spring '12, this CAT documents improvements based upon suggestions in the original document (see attachment). For Fall '12, the grading rubric was revised, group formation was made earlier, and a group contract was added to the project based upon the document provided by a finished CAT titled "Increasing Group Accountability with a Contract". Results:
Unit Two of BIO181/BIO156 comprises Protein structure/function, Enzymes, Membranes/Osmosis and basic Cell structure. I initially taught cell structure in a straight lecture format, but switched to a jigsaw method in 2010, and most recently to an "enhanced" jigsaw method (2012)
Students were asked to research, analyze, and explain the role of inclusion in today’s K-12 setting. A detailed guide was provided to students in addition to the SCGR rubric.
Steps: 1. Online EDU222 were given a PP to build background and a number of related articles to review. F2F students participated in whole-class, interactive lesson on various SpecialEd programs 2. F2F rubric and assignment guide discussed in detail 3. Student research- 1 day in-class 4. Submit to Writing Center 4. Implement feedback and submit to BB
Students were asked to research, analyze, and explain a controversial issue in today’s K-12 . Students were given 5 topics to choose from ranging from the rights of illegal immigrants to higher education to the inequality of resources between low SES schools in more affluent schools.