education

rebeccamec's picture

Meet VoiceThread!

VoiceThread is a user-friendly way to share power point presentations, videos, photos, and other media. Students and professors can record video or audio responses, draw on the media to highlight certain points, and comment in text form. This site is useful for discussion outside of the classroom, allowing students to focus on the topic at hand and reflect in a collaborative way.

Want to Learn More?
Read how VoiceThread describes its capabilities.

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Capabilities

Through VoiceThread...

Professors can:

  • Upload power points
  • Upload question slides for comment
  • Comment on students’ writing in video, text, and visual formats

Students can:

Using Models to Understand Photosynthesis

In this analysis and discussion activity, students develop their understanding of the basic process of photosynthesis and also analyze the advantages and disadvantages of different types of models of photosynthesis, including chemical equations, a chart and a diagram. In addition, students analyze how photosynthesis and cellular respiration work together to provide the ATP that plants need to carry out their molecular and cellular processes. 

The first attached file has the Student Handout and the second attached file has the Teacher Notes. The Teacher Notes provide background information and instructional suggestions and explain how this activity is aligned with the Next Generation Science Standards.

Alignment of Activities with Next Generation Science Standards

Many of our activities for helping middle school and high school students learn life sciences are aligned with the Next Generation Science Standards (NGSS; http://www.nextgenscience.org/next-generation-science-standards). The following tables summarize our activities that are explicitly aligned with NGSS Disciplinary Core Ideas and Performance Expectations. These tables also summarize how each of these activities engages students in Scientific Practices and provides the opportunity to discuss Crosscutting Concepts. Brief descriptions of these activities are compiled at http://serendip.brynmawr.edu/exchange/bioactivities/NGSS/listing. The Teacher Notes for each activity provide additional information concerning alignment with the Next Generation Science Standards.

Learning Activities for Disciplinary Core Idea (DCI) LS1.A - Structure and Function (Part 1)

These activities help to prepare students to meet Performance Expectations (PE):

rebeccamec's picture

What is MediaThread?

MediaThread, a project created by the Columbia Center for New Media Teaching and Learning through the Digital Bridges Initiative is a service that allows you to blend your thoughts with multimedia sources and share them with others. MediaThread supports video, images, metadata, and many content websites listed below. Most compatible with Firefox, MediaThread is currently being used by Columbia, MIT, Wellesley, Dartmouth, The American University in Cairo, and many other institutions of higher education.

Who can do what with MediaThread? Through MediaThread...

MediaThread's Introductory Video
sara.gladwin's picture

"just look for the cow mailbox"

nia.pike's picture

Final Web Event - Addressing Inclusiveness at Home at Bryn Mawr: A Seminar

Bryn Mawr is my home.

            That one phrase is so much more than the five words it contains. Now more than ever before. To me, a home is much more than four walls or a campus. Bryn Mawr is home to me because of its people, because of its community. It is here that I have become comfortable with who I am - my sexuality, my past, my life.

            When I first began to think about this final paper, I knew I wanted it to be about this place that means so much to me. Bryn Mawr. I also wanted to incorporate in parts of my other papers. As I reflected over my work and growth in this course, I realized I left my third paper open ended without a firm direction in terms of education for Wabash. During conversations (usually over food) with my friends, I began to see that Bryn Mawr also needs a new form of education. An education in inclusion. I began to think of my second paper on the inclusiveness/discrimination of the straight community within Bryn Mawr's community. I concluded Bryn Mawr needs an intervention.

nia.pike's picture

Fear of Feminist Indoctrination at All-Men's Colleges

            The phrase "feminism unbound" is strange to me. I thought at first I understood it, but when we began to discuss this phrase in class, I got even more confused. So I sat down to think about it on my own. I thought about the rigors of society, the boundaries have set for ourselves and others, the world we have been told should exist. As someone who has chosen to go to an all-women's college I know I follow certain boundaries within the walls of Bryn Mawr College, regulations the college sets for me. I began to think of similar institutions. A friend of mine also goes to a single-sex institution, Wabash College, an all-men's college in Indiana. Wabash sets regulations for its students as well. A potential new regulation is a gender studies graduation requirement. This debate struck a chord with me, especially when I discovered the contorted view of gender studies some members of the institution had created around this issue . . .

            "[The] wimpy, neutralized guys that gender feminists are trying to create:  men who are not committed to constructive struggle and conflict and fighting for a cause and coming out the winner." (Michaloski and Allman) This statement was made by Dr. David P. Kubiak, a Classics professor at Wabash College in relation to the debate at Wabash over the proposition of a gender studies graduation requirement.

jspohrer's picture

Metacognitive exercises for starting a course

In my workshops on building effective blended courses, I talk about the importance of metacognitive skills for learning, and how faculty can use blended learning to help students develop and exercise those skills.

Maryellen Weimer posted a great article on Faculty Focus, describing quick exercises you can use to start a course off with a metacognitive reflection. I think they could also work as mid-semester reflections, as a chance to reflect on a course experience thus far and make adjustments as needed. You could introduce the exercise the same way, but follow with a debrief discussion or writing exercise that prompts students to compare their best experience with their experience in the current course so far and think about ways to incorporate elements of the former into the latter.

meganholt's picture

Field Placement Reflection (week 1)

            Last week my group had a Skype meeting with the co-director of Arise, to try to get a basic understanding of what our goals are for working with Arise.  It is a relatively new program and their website did not provide us with a significant amount of information about the formal structure or clear programs, goals, plans, and objectives of the company. So, we were hoping that talking with Mr. B. would provide us with that clarity that we were seeking. Some members of our group seemed to feel as though not much progress was made during the Skype call since he did not really provide us with any specific tasks or actions he wanted us to perform for him. However, I felt like this was an indicator in its own form; we are going to have to put just as much thought into generating projects and collaboration activities as Mr. B and his partner are. One of the things that we were able to get out of the Skype call was the importance of story telling in Ghanaian culture. So, we took this and ran with it when looking forwards and attempting to create a plan for our engagement in this exchange. We began brainstorming ways that we could use technology as a form of story telling and we played with the idea of that being the theme for one of Arise’s workshops. An idea that arose in Alice’s facebook conversation with Mr. B was the creation of introductory videos that could be shared between the participants in the workshops and us.

Salopez's picture

Course so far

One thing that I have learned from the course so far are the different kinds of technology that are present in the classrooms as well as their implications. I have always looked down on technology since I find it to be a distraction rather than a aid in learning. Our outlook on technology in the classroom is forever changing and we definitely take technologies (both old and new) for granted. My rose would be the encouragement to "think outside the box" and participate in different ways that differ from my math education. My thorn would be that because my computer is broken, it really discourages me from doing my readings online and participating in the types of technologies we're learning about.

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