MyPlantIt.org -- the PlantingScience web site BioQUEST Curriculum Consortium Texas A & M University Botanical Society of America myPlantIT home page

 

Wednesday July 8, 2009

Online Resources

8:30-10:00

Poster Preparation
Evidence and Conclusions

 

10:00-10:15

Break

 

10:15-11:45

Poster Session

Poster Peer Review (doc)

11:45-1:00

Lunch

 

1:00-2:30

Reflecting on Investigative Cases

Using Investigative Cases
Finding Cases

2:30-2:45

Break

 

2:45-4:15

Writing Cases

Adopt and Adapt Existing Cases

Focus on your Learners

Writing a Case (doc)
Components of a Case (doc)

Preparing Case Learners

Resources for Learners (Getting Started)

4:15-4:45

Blogging

 

4:45-5:00

Daily Feedback

 

Day Overview

Posters offer a way to present questions, data, methods, and conclusions and involve learners in peer review. Case writing should draw on learner’s prior experience and generate a need to know.

See July 8th Summary

Homework

 

 

PM

Optional: Simulations as Resources

 



July 8th Summary
Case Learning
Plant Science
Technology
Careers
Poster sessions enable peer learning.
A peer review form for poster assessment is recommended.
Writing your own case enables you to highlight local concerns, address specific learning issues, or utilize existing resources.
Conclusions about how old a seedling is must be based on specific comparative data. Seeds provide insights into locations of suspects as well as a general timeline. Many variables such as the amount of water available, temperature and light affect germination. The role of cyberlearning is being studied in NSF projects. The use of online resources is encouraged in upper levels of education. Simulations enable students to do research-like investigations in the classroom. Expert Plant Witness
Juror
Lawyer
Researcher