Madison R iggsF i e l d O f S t u d y : B i o l o g y / P r e - D e n t a l

S u p p l e m e n t a l I n s t r u c t i o n L e a d e r : C e l l B i o l o g y, O r g a n i c C h e m i s t r y I I

E m a i l : m r r n g 9 @ m a i l . u m k c . e d u

Patr i c i a Pampol inaF i e l d O f S t u d y : H e a l t h S c i e n c e s / P r e - P h y s i c a l T h e r a p y

S u p p l e m e n t a l I n s t r u c t i o n L e a d e r : B i o l o g y A n d L i v i n g , G e n e r a l B i o l o g y I I S u p p l e m e n t a l I n s t r u c t i o n M e n t o r : A l l D i s c i p l i n e s

E m a i l : p a p 3 n c @ m a i l . u m k c . e d u

Don’t Be a Late Bloomer: How to be a Pro at

Checking for Understanding

Objectives

Review the 3 key elements of SI Preconceived notions about checking for

understanding When checking for understanding should occur Sample plan Mock session Verbal Volleyball Questions

*Look/listen for discussion points*

Review: The 3 Key Elements of SI

Wait time I and II Redirecting questions Checking for Understanding

Assumptions: New Leaders & Students

Leaders Winging it Lack of reference to lecture

Students Q & A Higher level questions are not important

Discussion

When should you incorporate checking for understanding in a

session?

Example Plan

Bloom’s Taxonomy

(Armstrong, 2016)

Mock Session

Discussion List some examples that the SI leader uses to incorporate checking for understanding in her session.

Acetylcholine Pathway (Mock Session)

Acetylcholine binds to receptor on GPCR

Galpha is activated by the binding of GTP

Galpha-o binds to Phospholipase C

PIP2 is separated into IP3 and DAG

IP3 binds to a calcium channel on the smooth

ER, releasing calcium Calcium binds to Calmodulin, forming a complex

Acetylcholine Pathway Continued

Calcium/Calmodulin complex activates NO synthase

Mock Session

Discussion List some examples that the SI leader uses to incorporate checking for understanding in her session.

Verbal Volleyball

Discussion How it works: The first participant will begin the discussion by stating an

idea based on the first bullet point. The discussion will continue with each bullet point covered by 3-4 people.

Goal: 12 ideas = 12 participants• How is checking for understanding different in SI

versus the lecture paradigm?• How is checking for understanding helpful for SI

leaders?• Leaders: How can checking for understanding be

incorporated in your course? What are some learning strategies you can use?

• Supervisors/Mentors: How can you ensure leaders are effectively checking for understanding?

QUESTIONS?