GB2-SAC PRESENTATION 2324

Multiple Choice

Which of the following prevented the Biology team from completing the entire syllabus during the 2st semester?

• The teachers were lazy due to the inherent difficulty of the lessons.

• The students couldn't pick the lessons up as fast as we expected.

• Class suspensions pushed the schedule back so the syllabus was adjusted.

• All Biology teachers were going through emotional trauma and could not teach for a month.

Syllabus/Content

• Frequent changes in the regular schedule (suspensions, school-wide activities) reduced the overall time for lessons

• Topic not covered: human organ system, though an opportunity was given to apply a discovery learning approach through a performance-based assessment.

• Assessments not covered: periodical exam and practical test

Multiple Choice

Which of the 5Cs were the Biology team not able to cover in their syllabus?

• Christ-centeredness

• Compassion

• All 5 Cs

• None of the 5 Cs

Did we emphasize the 5 Cs?

• oo hahahaha

• Each lesson was given a specific C to highlight based on the context of what is being taught

• 5Cs acted as a guide for both planned and unplanned circumstances

• Ex. Dissection - included the concept of ethics in the discussion process, can ethics be also applied to animals?

Multiple Choice

Which of the following best describes the Biology team's teaching strategies in regards to the learning process of the students?

• Easily adaptable and adjustable based on the relative difficulty of the lesson

• Fair and equal grade weight distribution among assessments

• Multiple avenues for group work and collaboration

• Opportunities for reflection built into assessments

Recommendations

• Easily adaptable based on relative difficulty of lessons

• Natural progression from GB1 lessons to GB2 lessons

Strengths

Teaching strategies - Learning process of the students

• Make lessons authentic/relatable

• Justify the overall load of the subject through frequent articulation w/ other subject teams

On learning process

• Lessons designed to be finished within a reasonable timeframe

• One-on-one sessions and consultations for struggling students

• Direct feedback (midsem and end of sem evaluations) re: lessons and the difficulty of the learning process - make adjustments if necessary

Multiple Choice

Which of the following best describes the Biology team's teaching strategies in regards to the accomplishment of learning outcomes measured by assessments?

• Easily adaptable and adjustable based on the relative difficulty of the lesson

• Fair and equal grade weight distribution among assessments

• Multiple avenues for group work and collaboration

• Opportunities for reflection built into assessments

Recommendations

• Varied assessment types

• Connection between assessment types

• Fair and equal distribution of grade weight among assessments

Strengths

Teaching strategies - Accomplishing of learning outcomes (assessments)

• Increase # of formative assessments

• More creative-based/alternative assessments and outputs

On assessments

• Balance between formative and summative assessments

• Activities given before summative assessment as preparation and practice

• Assessments were still made to be challenging and follow Bloom's Taxonomy

• If team cannot prepare students, adjustments are made

Multiple Choice

Which of the following best describes the Biology team's teaching strategies in regards to collaborative work?

• Multiple avenues for group work and collaboration

• Opportunities for reflection built into assessments

• Easily adaptable and adjustable based on the relative difficulty of the lesson

• Fair and equal grade weight distribution among assessments

Recommendations

• Multiple avenues for group work and collaboration

Strengths

Teaching strategies - Collaborative work

• Increase depth of collaborative assignments to help develop better cooperation skills and shared learning

Recommendations

• Opportunities for reflection built into lessons and assessments

• Bioethics as a core lesson

Strengths

Teaching strategies - Reflection and action by students

• Find more meaningful and consistent ways to provoke thought and force students to reflect on points and ideas

Final notes and recommendations

• Given the diversity of learning preferences and strengths of the students, we recommend that for next year's sectioning that the interest and future course of the student be taken into account.

  • Deepening of the lesson will be more strategic and optimized

  • Ex. Those leaning towards biology-related courses in college may be given a different approach than those whose strengths lie outside biology