Taking Stock A Tool for Reflection on your Teaching
How did it go?

Use this tool to take stock of your implementation of the six curriculum components in this Learning Experience.

You can also see your previously saved reflections on Learning Experience 2

Before you start, please create a unique filename for this reflection.

Example: Bio1-section 102

Download a PDF version of this tool

1. Brainstorming Discussion

Time Spent

|
N/A
|
too much
|
right amount
|
too little

Student Engagement

|
N/A
|
high
|
moderate
|
low
|
mixed

Level of Difficulty

|
N/A
|
too high
|
just right
|
too low

Notes, Examples and Next Steps

2. Challenge Statement

Time Spent

|
N/A
|
too much
|
right amount
|
too little

Student Engagement

|
N/A
|
high
|
moderate
|
low
|
mixed

Level of Difficulty

|
N/A
|
too high
|
just right
|
too low

Notes, Examples and Next Steps

3. Activities

Time Spent

|
N/A
|
too much
|
right amount
|
too little

Student Engagement

|
N/A
|
high
|
moderate
|
low
|
mixed

Level of Difficulty

|
N/A
|
too high
|
just right
|
too low

Notes, Examples and Next Steps

4. Readings

Time Spent

|
N/A
|
too much
|
right amount
|
too little

Student Engagement

|
N/A
|
high
|
moderate
|
low
|
mixed

Level of Difficulty

|
N/A
|
too high
|
just right
|
too low

Notes, Examples and Next Steps

5. Address the Challenge - Poster Development

Time Spent

|
N/A
|
too much
|
right amount
|
too little

Student Engagement

|
N/A
|
high
|
moderate
|
low
|
mixed

Level of Difficulty

|
N/A
|
too high
|
just right
|
too low

Notes, Examples and Next Steps

6. Poster Presentation and Critique

Time Spent

|
N/A
|
too much
|
right amount
|
too little

Student Engagement

|
N/A
|
high
|
moderate
|
low
|
mixed

Level of Difficulty

|
N/A
|
too high
|
just right
|
too low

Notes, Examples and Next Steps

More Detail on the Activities (component 3)

Use the table below to take stock of the activities component in more detail.

Evaluate the Activities aspects as high, moderate, or low in frequency.

3. Activities

Students ...

discussed nucleotides as a code

|
N/A
|
high
|
moderate
|
low

used models to explore cellular mechanisms

|
N/A
|
high
|
moderate
|
low

made connections between models and concepts

|
N/A
|
high
|
moderate
|
low

analyzed change in nucleotide sequences

|
N/A
|
high
|
moderate
|
low

constructed explanations to communicate relationships among transcription, translation, the nature of the genetic code & gene, protein and trait

|
N/A
|
high
|
moderate
|
low

other

|
N/A
|
high
|
moderate
|
low

Notes, Examples and Next Steps

More Detail on the Discussions (components 1 and 6)

Use the tables below to take stock of the discussion components in more detail.

Evaluate the Discussion aspects as often, moderate, or almost never in frequency.

1. Brainstorming Discussion

Students ...

participated and played a substantive role in directing the content of the discussions

|
N/A
|
often
|
moderate
|
almost never

talked to each other and shared their ideas

|
N/A
|
often
|
moderate
|
almost never

contributed ideas, questions and opinions

|
N/A
|
often
|
moderate
|
almost never

other

|
N/A
|
often
|
moderate
|
almost never

Notes, Examples and Next Steps

6. Poster Presentations - Peer Critique

Students ...

Identified the important points in transcription and translation

|
N/A
|
often
|
moderate
|
almost never

explained relationships among genes, DNA, RNA, proteins and traits

|
N/A
|
often
|
moderate
|
almost never

contributed ideas, questions and opinions respectfully

|
N/A
|
often
|
moderate
|
almost never

other

|
N/A
|
often
|
moderate
|
almost never

Notes, Examples and Next Steps

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