So this week is going to be a short one…but I hope helpful as well. I had my first observation ever, with both my supervisors, and it went so well! However, me telling you how well I did won’t help you so I’m going to tell you where I messed up and adjusted accordingly.
🙂 No matter how much they repeat what you say…it doesn’t mean they comprehend it.
My first class: We went over ALL of the parts of the microscope and repeated at least 7 different ways NEVER EVER USE COARSE ADJUSTMENT WHEN IN HIGH POWER. I felt they were ready, and sent them back to the microscope. As they started observing the hydra, I saw 1 group touch the coarse adjustment while in high, and quickly corrected them before they could move it. I then heard my CT correct someone, so I felt I needed everyone’s attention. I needed to figure out where the misconception was. So I asked them: “What don’t we do if we are in high power?” Their response: “Use the Coarse Adjustment” OK…so they got that. So why was every group about ready to use the coarse adjustment?
“Which one is the high power?”
They were able to point it out.
“OK…where is the fine-adjustment?” (I knew they knew where the coarse-adjustment was)
I did show them previously where it was, but they didn’t remember.
How I fixed it: Every following class, the CTs and myself walked around with the microscopes while introducing the parts, and made the students physically point out the fine-adjustment and coarse-adjustment.
🙂 2 Misconceptions I learned students have with Cells:
So the hardest thing was trying to prepare for student misconceptions when it comes to a content that is not my specialty. So if we could compile a list of misconceptions we all experience that would be great. Anyways 1st misconception-
~An onion is not living.
The classes were split 50/50 on this. How I combatted it…luckily my students realized they were looking at cells. I referred them to the cell theory and then it clicked as we went over other
ways they are considered living.
~The nucleus of a plant is a cell.
I had an example of blood cell on the whiteboard, and an example of onion cells. We had the students circle the cells in the picture. I didn’t correct them at that moment. I instead moved on to the organelles of the cell and their functions. After we reviewed the parts, we then revisited the onion cells and blood cells. Before asking if they wanted to make changes, they were asking if they could fix what was on the board.
So that is what I have for tonight because quite honestly…this week was draining but also very good!
If you have any other common misconceptions or lessons learned, it doesn’t have to be biology related, please feel free to comment.