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to Table of Contents for On Course Across the Curriculum
1.
Strategy: Hand-Up/Stand-Up
Application: Human Anatomy Lab
Educator: Cara Gubbins, Faculty, Science, Butte College, CA
Implementation: In Anatomy lab, assign one new term to each student. Instruct students to spend 10-15 minutes finding that item on a model, on a chart, and on an x-ray or other material to be used on exam. Next, have students use Hand-Up/Stand-Up to find a partner and spend two minutes teaching each other their items. Have students find a new partner and exchange their information again. Repeat until each student has met with every other student and covered all the terms.
2.
Strategy: Jigsaw
Application: Human Anatomy Lab
Educator: Cara Gubbins, Faculty, Science, Butte College, CA
Implementation: In Anatomy lab,
3. Strategy: Think-Pair-Square
Application: Human Anatomy Lab
Educator: Cara Gubbins, Faculty, Science, Butte College, CA
Implementation:
4.
Strategy: Jigsaw
Application: Human Anatomy – Biology 20
Educator: Cara Gubbins, Faculty, Biology, Butte College, CA
Implementation: In order to help students understand the three circuits of blood flow through the human body, I created a jigsaw activity. With students in groups of three, I pass out a handout I created that summarizes the circuits and has focus questions for each circuit. Each student chooses to become an expert on one circuit of blood flow through the body (1-coronary, 2- systemic, 3 – pulmonary). Have students silently read their topic summary and answer the focus questions on the handout. When everyone has finished reading and answering the questions, have 1’s stand up and form pairs with another 1 (and 2’s with 2’s and 3’s with 3’s) and discuss their topic and their answers to the focus questions for 5 minutes. Have pairs switch and join a new partner, discussing their topic again for 5 minutes. Have students return to their home groups and explain the blood flow circuit they just learned about, spending about 5 minutes on each circuit. As a class, draw the Blood Flow diagram on the board, using only information volunteered by students, being sure to include any information that will be on the upcoming exam such as naming chambers, levels of oxygen and carbon dioxide, etc. Have students draw and label it in their notes as the instructor draws it on the board.
