Vijay Saini
- Rate ₹800
- Response 1h
₹800/hr
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- Biology
I Dr.Vijay done M.B.B.S from PGIMS Rohtak University of Health Science. Rank 20 . Batch 2010 here i will teach you biology for entrance as well as board exam.
- Biology
Class location
- Online
-
at your home or a public place : will travel up to 10 km from New Delhi
About Vijay Saini
I Dr.Vijay done M.B.B.S from PGIMS Rohtak University Of Health Science.
Rank 20
Batch 2010
About me :-
I am simple and hardworking person.
Here i will teach you biology for prepration of entrance exam (neet) as well as board exam.
Best of luck to you all.
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About the class
- All Levels
- English
All languages in which the class is available :
English
About
Sections
INTRODUCTION
As a biology education community, we focus a great deal of time and energy on issues of “what” students should be learning in the modern age of biology and then probing the extent to which students are learning these things. Additionally, there has been increased focus over time on the “how” of teaching, with attention to questioning the efficacy of traditional lecture methods and exploring new teaching techniques to support students in more effectively learning the “what” of biology. However, the aspect of classroom teaching that seems to be consistently underappreciated is the nature of “whom” we are teaching. Undergraduate students often appear to be treated as interchangeable entities without acknowledgment of the central role of the individual students, their learning histories, and their personal characteristics in the student-centered nature of “how” we aspire to teach. Most innovative approaches to biology teaching that are at the core of national policy documents and resources are rooted in a constructivist framework (e.g., Posner et al., 1982; Handelsman et al., 2004; Labov et al., 2010; American Association for the Advancement of Science [AAAS], 2011; College Board, 2013). In constructivism, teachers can structure classroom environments with the intention of maximizing student learning, but learning is the work of students (Posner et al., 1982; Bransford et al., 2000). As such, each student's prior experience and attitude and motivation toward the material being learned, confidence in his or her ability to learn, and relative participation in the learning environment are all thought to be key variables in promoting learning of new ideas, biological or not. Finally, bringing together individual students in classrooms produces group interactions that can either support or impede learning for different individuals.
Designing learning environments that attend to individual students and their interactions with one another may seem an impossible task in a course of 20 students, much less a course of more than 700. However, there are a host of simple teaching strategies rooted in research on teaching and learning that can support biology instructors in paying attention to whom they are trying to help learn. These teaching strategies are sometimes referred to as “equitable teaching strategies,” whereby striving for “classroom equity” is about teaching all the students in your classroom, not just those who are already engaged, already participating, and perhaps already know the biology being taught. Equity, then, is about striving to structure biology classroom environments that maximize fairness, wherein all students have opportunities to verbally participate, all students can see their personal connections to biology, all students have the time to think, all students can pose ideas and construct their knowledge of biology, and all students are explicitly welcomed into the intellectual discussion of biology. Without attention to the structure of classroom interactions, what can often ensue is a wonderfully designed biology lesson that can be accessed by only a small subset of students in a classroom.
So what specific teaching strategies might we instructors, as architects of the learning environment in our classrooms, use to structure the classroom learning environment? Below are 21 simple teaching strategies that biology instructors can use to promote student engagement and cultivate classroom equity. To provide a framework for how these teaching strategies might be most useful to instructors, I have organized them into five sections, representing overarching goals instructors may have for their classrooms, including:
Giving students opportunities to think and talk about biology
Encouraging, demanding, and actively managing the participation of all students
Building an inclusive and fair classroom community for all students
Monitoring behavior to cultivate divergent biological thinking
Teaching all of the students in your biology classroom
For each of these goals, there is a brief consideration of why the goal is important for student learning, which is followed by descriptions of several simple strategies for structuring instructor–student and student–student interactions to strive for this goal. No doubt, there are likely dozens of additional strategies that could be added to this list. In addition, many of the strategies affiliated with one equitable teaching goal are also easily used in the service of one or more of the other goals. The intention of presenting these 21 strategies in this framework is solely to provide all biology instructors access to immediate and tractable teaching strategies for promoting access and equity for all students in their biology classrooms.
These equitable teaching strategies can be read and explored in any order. Readers are encouraged to use Table 1 to self-assess which of these strategies they may already use, which they are most interested in reading more about, and which they may want to try in their own classrooms. Self-assessment responses to Table 1 can guide which of the sections below you may be most interested in reading first.
Table 1. Self-assessment of equitable teaching strategiesa
Giving students opportunities to think and talk about biology
_________ 1. Wait time
_________ 2. Allow students time to write
_________ 3. Think–pair–share
_________ 4. Do not try to do too much
Encouraging, demanding, and actively managing the participation of all students
_________ 5. Hand raising
_________ 6. Multiple hands, multiple voices
_________ 7. Random calling using popsicle sticks/index cards
_________ 8. Assign reporters for small groups
_________ 9. Whip (around)
_________ 10. Monitor student participation
Building an inclusive and fair biology classroom community for all students
_________ 11. Learn or have access to students’ names
_________ 12. Integrate culturally diverse and relevant examples
_________ 13. Work in stations or small groups
_________ 14. Use varied active-learning strategies
_________ 15. Be explicit about promoting access and equity for all students
Monitoring (your own and students’) behavior to cultivate divergent biological thinking
_________ 16. Ask open-ended questions
_________ 17. Do not judge responses
_________ 18. Use praise with caution
_________ 19. Establish classroom community and norms
Teaching all of the students in your biology classroom
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Rates
Rate
- ₹800
Pack prices
- 5h: ₹4000
- 10h: ₹8000
online
- ₹800/hr
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