Reflection: Checks for Understanding Introduction to Microscopy - Section 3: Explore

 

When completing project-based, inquiry-based or hands-on laboratory investigations I always use multiple checkpoints. Students either pause during designated points in the tasks and journal or make key observations OR I migrate through the class with a checklist of questions and clipboard in hand, asking students specific CHECKPOINT questions as they move through the project or investigation. This is an important feature of any student-led or student-centered activity and it has been key to keeping my students on track as well as helping them get the POINT of the lesson!

The old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world. When I circulate through the class or enable students to stop and reflect on what they are learning they are developing valuable 21st century skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools). With this combination of skills, students can become directors and managers of their learning process, especially when guided and mentored by a skilled teacher!

  Checkpoints Help Students Get The POINT!
  Checks for Understanding: Checkpoints Help Students Get The POINT!
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Introduction to Microscopy

Unit 5: Basic Tools of the Biotechnology Workplace
Lesson 7 of 12

Objective: Students will be able to analyze and evaluate a gram stain in order to determine if a cultured yogurt sample has been contaminated by potential pathogens and identify the type of bacteria in a sample using a microscope.

Big Idea: Technological advancements influence the pace of innovation in biotechnology.

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