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TEACHING UNITS for BIOLOGY
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BE THE MOST EFFECTIVE TEACHER YOU CAN BE, you've GOT to add this widely acclaimed book to your toolkit: Harry Wong's excellent book, filled with an abundance of practical, important, easy-to-find and use ideas for being the most effective teacher you can be. For practicality, this book may very well be the most important tool in your toolbox, the best well-spent money for your teacher education. Central is the critical importance of what you do the first day of school, and the few days which follow: The First Days of School, by Harry K. & Rosemary T. Wong Tel. (650) 965-7896. CLICK HERE FOR MORE DETAILS. |
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An Overall Course Outline, Incorporating Evolution and the Nature of Science Thematically
There are many ways to teach biology, many sequences which work. This suggested curriculum outline has worked very effectively. It is offered as a starting point to those looking for a curriculum revision which meets national and state frameworks and standards, and extensively incorporates important elements providing experience in the nature of science and evolution throughout, both fundamental to a deeper understanding of science in general, and biology in particular. Click here to see this list. |
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Teaching Evolution Without Conflict Observing life seems to contradict traditional ideas and raises tantalizing questions. Show how evolution answers those questions and provides unity throughout your course. Abstract: A strategy for teaching high school biology that opens with an intensive nature-of-science unit followed by question-raising topics, leading directly to evolution as a solution and a unifying theme. This special sequence - using specially designed student-centered lessons - is compelling and non-threatening for students. Article by ENSI webmaster Larry Flammer in the March 2006 issue of the NABT Journal, new online version. Ideal for new teachers searching for an effective approach to teaching interactive biology with strong nature-of-science and evolution themes throughout. Classroom tested over many years. Direct links to many ENSI lessons and resources in context. GO TO THIS ADDRESS IF YOU WISH TO CONTACT THE AUTHOR: Larry Flammer |
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Detailed suggestions for effectively introducing the nature of science and evolution early in your biology course, suggesting sequence and content derived largely from the ENSI lessons, and reflecting the ENSI philosophy. Offered by ENSI teacher and webmaster, Larry Flammer, ENSI 1992
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by Steve Randak (ENSI 1990) NABT's first "Evolution Teacher of the Year" 2003 A suggested sequence which has worked well and reflects much of the ENSI philosophy. Check Steve's website for more information.
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by Nate Fairchild A suggested course sequence that works well, (especially with students who oppose evolution), along with a detailed outline of his introduction to evolution Nate Fairchild, is a dynamic middle school science teacher
in Redding CA. He has a website on which he details his approach
to teaching a very effective and comprehensive introductory unit
on evolution (as well as incorporating the concept throughout
his course) in a community with many anti-evolution families.
He sent me this comment recently: |
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ENSI Co-Director, Craig Nelson, has compiled a collection
of about a dozen Craig's comments: "I realise that some of the strategies I have used and present may not be prudent in some local political situations (though we have found that many high school teachers do find them useful even in quite conservative communities)." An example of one spin-off from this rich reservoir of teaching ideas is a one-page summary and example for teaching the criteria for critical thinking and how we can use the Fair Test to get the best explanation. Take a look at this: "Fair Tests: A Basic Model for Critical Thinking in Science". If you use this in your classes, be sure to let us know how it went, and what additonal ideas you may have used to improve its effectiveness. Another spin-off from Craig's rich reservoir of teaching ideas is an activity which has students comparing the strengths of different scientific ideas in "Is Evolution Weak Science, Good Science, or Great Science?" Take a look at it, and TRY it! In addition, please let us know about ANY of your efforts to implement ANY of the suggestions presented by Craig. We are anxious to share these ideas with other teachers. |
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A CENTRAL DILEMMA AND ALTERNATIVE STRATEGIES CRAIG E. NELSON, Professor of Biology, Indiana University McGill Journal of Education · vol. 42 no. 2 Spring 2007, pp. 265-283. Click Here for Abstract and Review |
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The Natural Selection: Identifying & Correcting Non-Science Student Preconceptions Through an Inquiry-Based, Critical Approach to Evolution |
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We hope that all teachers using our material will want to be as effective as they can, stimulating interest and understanding in all their students. Whenever we find useful articles that provide practical ideas for doing this, we will post them in this section. Likewise, if you discover (or write) such articles, please share with us. TOPICS POSTED: Larry's Tips: A number of teaching strategies that have worked for many years. Big Classroom Models: A sampling of classroom-size models to dramatize your studies and surround your students all year. Big impact on student learning. Teach for Understanding: A collection of ideas for teaching and assessing for student understanding. |