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 4

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 - Presentation 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. Presentations

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 ...

built models of chromosomes

|
N/A
|
high
|
moderate
|
low

used models of chromosomes to understand duplication, compare different chromosomes, and explore how chromosomal errors could occur

|
N/A
|
high
|
moderate
|
low

modeled meosis, gamete and zygote formation

|
N/A
|
high
|
moderate
|
low

analyzed karyotypes and explained chromosomal aberrations based on understanding of meiosis

|
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. Class Presentations

Students ...

described the structure and function of chromosomes

|
N/A
|
often
|
moderate
|
almost never

provided an overview of gamete formation

|
N/A
|
often
|
moderate
|
almost never

described karyotyping technology and its significance

|
N/A
|
often
|
moderate
|
almost never

exhibited sensitivity to audience (imaginary audience=prospective parents)

|
N/A
|
often
|
moderate
|
almost never

other

|
N/A
|
often
|
moderate
|
almost never

Notes, Examples and Next Steps

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