Anatomy And Physiology Final

HUMAN ANATOMY AND PHYSIOLOGY FINAL PROJECT GROUP INFORMATION COLLECTION PROJECT I. Phase One: Preparation (materials needed) Teach the students any techniques or formats necessary to deliver the type of presentation you seek (i.e. how to write a lesson plan, organizational tactics, planning strategies, critical reading and rephrasing skills, notetaking, library use and research skills, etc...) Teach these separate from any difficult content-oriented material since it is difficult to learn two things at once. II. Phase Two: Practice Give several non-presentation assignments that incorporate the above-mentioned techniques for the students to become familiar with your processes. (i.e. have them write lesson plans about simple science topics, as a review, or more personal things). Have an initial series of “mini-presentations” for practice (use small concepts that the students will need to know later for the “real” presentations in Phase III) so that the students to become accustomed to preparing as a group and speaking in front of others. They will discover that it is difficult to stay focused up there and that their presentation may be much shorter or longer than anticipated, etc. They will also realize what non-negotiable requirements that were missing or weak. Discuss what they learned from their experience. Students are very anxious to vent after they`ve experienced a presentation, and are often anxious to do another set so they can “get it right.” Video-taping students so they can watch themselves improves the next series of presentations considerably. III. Phase Three: Major Presentations Distribute and go over the Non-negotiable requirements and scoring rubric (see below). Then, put the students into their formal groups and allow several days for research and preparation. Encourage the students to hold dress rehearsals. Then sit back and watch the presentations. Students are assessed according to the scoring rubric they received and evaluation checklists completed by the teacher and the class. The grade is determined by the degree to which all the non-negotiable requirements are met, as well as the overall quality of the presentation (method of evaluation and assessment). IV. Phase Four: Group Information Dissemination Paper (extension/reinforcement) Instruct the students about the non-negotiable formats (note cards, outlines, cover page, bibliography, etc.) you require for the paper. The students take the information they presented and reform it into a group paper, with each person contributing his or her part to the entire project. The papers from each group will be combined into one large class creation for everyone to have as a reference tool. They will use the computer lab to word process the papers. Materials (handouts) needed for this lesson: • • • • • • • • • • • "Elements of Reason" by Richard Paul Library Scavenger Hunt Worksheet Peer Review Form Scoring Rubric for presentation & paper Lesson Plan Format & Samples Extensive Research Material Research & Bibliographic Citation (APA) Information Any materials the students need Specific Content Non-negotiables Calendar of events Non-negotiable Requirements for presentation and paper (see below) SAMPLE: COMMON "NON-NEGOTIABLE" MINIMUM REQUIREMENTS: ***this means that you MUST include certain content and skills*** • • • • • • • YOU MUST TURN IN THE FOLLOWING WITH EACH PRESENTATION: (One per group)o a lesson plan of your groups' teach (in the format previously assigned) o the elements of reason applied to your presentation o each presentation must include a relevant lab or assignment for the class to do; this will count as a real assignment for them! o YOU MUST PRACTICE YOUR PRESENTATION AS A GROUP (you must turn in a peer-written letter of evaluation of your practice) YOU MUST UTILIZE A PRESENTATION PRODUCT/VISUAL AID (a video that you found or made, a poster, a map, a brochure, 3-D items, souvenirs, etc...) DEMONSTRATIONS AND ACTIVITIES CAN & DO GREATLY ENHANCE THE COGNITIVE AND AFFECTIVE ASPECTS OF A PRESENTATION!!!! (not to mention retention of content) HAND-OUTS HAVE PROVEN MOST EFFICIENT AND EFFECTIVE SPEAK CLEARLY/ BE ORGANIZED/WELL REHEARSED/ HAVE EYE CONTACT/ ALL GROUP MEMBERS MUST SPEAK/BE ENTHUSIASTIC COMMUNICATE EFFECTIVELY (use good voice projection, speak slowly and clearly, wait for the class to write things down, repeat new terms frequently until the class is comfortable with them, use nouns- avoid words like "it", "stuff", etc...) USE OF LANGUAGE: you are a senior in a English speaking school, therefore you are expected to show a good level of English (avoid Spanish terms as: esteee.., osea, voltea, mande). YOUR PRESENTATION CAN BE SUSPENDED AND YOUR TEACHER IS ENTITLED TO ASK YOU TO PREPARE A NEW PRESENTATION WITH DIFFERENT ACTIVITIES AND HAND OUTS. • • • • • • USE ANALOGIES AND "DOWN-TO-EARTH" EXAMPLES TO EXPLAIN, ELABORATE AND DEFINE DIFFICULT CONCEPTS ASK QUESTIONS DURING AND AFTER YOUR PRESENTATION TO DISCERN WHAT YOUR CLASSMATES HAVE GLEANED (or don't understand!) FROM YOUR PRESENTATION NO READING OF WRITTEN MATERIAL IS PERMITTED DURING YOUR PRESENTATION (an outline or note cards are permitted for reference) YOU MUST INCORPORATE CONTENT FROM CLASS AT EVERY OPPORTUNITY (ecology is the culmination of all we've learned, use it!!) For example, if you are discussing mangrove swamps, you must include a reminder of what adventitious roots are. If discussing desert animals, include info on their specialized excretory systems. If you're describing rain forests, tell about the hydrologic cycle, etc...MAKE YOUR OWN CONNECTIONS!!! Your group will receive a grade as a whole; however, you will receive INDIVIDUAL participation grades during preparation (you will be advised of these on a daily basis); for example, you will be able to earn up to 10 points per day during library research, during in-class preparation, and during dress rehearsals. Note that these points will add up and will indicate clearly who is working and who isn't! You will have a calendar of events so there is no excuse for not being ready!!!! ONE FINAL WORD OF ADVICE: DO NOT*DO NOT*DO NOT GIVE ALL THE WORK TO ONE PERSON WHO MAY BE ABSENT DURING PREPARATION AND PRESENTATION. THIS IS NO EXCUSE*NO EXCUSE*NO EXCUSE!!! IF THEY ARE ABSENT, YOU WILL BE FORCED TO START ANEW OR IMPROVISE. ***YOU WILL BE RESPONSIBLE FOR THE CONTENT CONTAINED IN THE PRESENTATIONS - A WRITTEN UNIT TEST WILL BE ADMINISTERED AFTER EACH ORGAN SYSTEM HAS BEEN PRESENTED SAMPLE: Score: 4 3 2 1 PEER EVALUATION FORM Group Members:______________________________________________ _________________________________________________________ ____lesson plan ____assignment for class ___letters of evaluation ********************************************************** ____Visual Aid ____Practiced; organized ____No Reading ____All group members spoke ____Eye contact, Clear speech ____Demonstrations/Activities ____Handout ____Questions ********************************************************** Content: (fill this section out to suit your requirements) *write comments on back SAMPLE: PRESENTATION SCORING RUBRIC: 4: "A" presentation contains all of the non-negotiable elements • • • • • students demonstrate thorough understanding of the content by making it easy to understand and memorable to the audience students go beyond the minimum requirements and it is evident that the presentation was practiced (it flows well) students can answer questions raised by the teacher or the class the presenters manipulated props appropriately audience was involved and attentive 3: "B" • • • • • presentation contains all of the non-negotiable elements students demonstrate adequate understanding of the content even though some important ideas may be overlooked or misunderstood students only learned what they needed to for their presentations, nothing extra; when a question is raised, they may not be able to answer it correctly props were used, but did not enhance understanding audience was not always involved and attentive 2: "C" • • • • • presentation contains all of the non-negotiable elements some important ideas may be overlooked or misunderstood gaps in students' understanding are evident if props were present, they were of poor quality and irrelevant audience was bored 1: "D" • students complete only a portion of the non-negotiable elements • students obviously do not have a clear understanding of the content or of how to present material 0: "F" • • • nothing reading from a photocopy (or what you copied by hand from a text) in short, reading anything is a NO NO Type of Activity: • • • • • • • Hands-on simulation inquiry lab authentic assessment group/cooperative learning community outreach/off-site activity review/reinforcement