Flipped classrooms for knowledge scaffolding
Description:
Learning design to help students brush up prerequisites for a course and scaffold knowledge for deeper learning.
Intended Learning Outcomes:
- Understand and explain the basic concepts and theories of formal genetics, population genetics, evolution and breeding
- Explain how characteristics of plants and animals can be changed by selection and predict this change
- Explain why preservation of genetic diversity is paramount in breeding applications
| Resources | Tasks | Supports | |||
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Pre-class activities (material available 7-10 days in advance) |
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Brighstpace: |
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Knowledge scaffolding: brush up on the topic summarizing key points from previous modules + quizzes integrated in video ↓ |
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Teacher provides material |
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Brighstpace: |
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Acquisition: Introduction to new knowledge for next class ↓ |
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Teacher provides material |
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10-min video to introduce a case study |
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Knowledge acquisition ↓ |
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Teacher provides material |
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In-class activities |
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Lecture slides using quizzes results as support for discussion |
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Acquisition: Listening and participating to the discussion ↓ |
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Teacher lectures / leads the discussion |
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Slides from videos |
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Investigation: work in groups on the case study / solve exercise ↓ |
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Peer groups with support from teacher |
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General discussion: presentation of results, implications and key messages ↓ |
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Led by teacher |
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Out-of-class - Preparation of practicals in groups |
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Exercise sheet posted on Brightspace |
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Preparation of exercises ↓ |
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Peer support + question to teacher |
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In-class - Correction of exercises (4-7 days after in-class discussion) |
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Course material + |
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Correction of exercises in-class |
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Presentation by groups |
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