First Steps in Learning and Teaching: Virtual Conference

Interpreting Primate Skeletons

Kathleen D. ReinhardtMPhil/PhD Candidate

Anthropology and GeographyOxford Brookes University

Introduction

Module: Humans and Other Primates

30-minute weekly interactive exercises to aid in 3-hour lecture

Preliminary requirements for enrollment (which provide them with a base knowledge in primate societies and social systems before the start of the module)

Students are predominantly undergraduates in their second and third year

Lesson aims and objectives:Lab Practical Exercises

For students to comprehend the key features which distinguish primates from other animals

Students understand the features which distinguish the main groups of primates, specifically by region

To be able to identify the Phylogeny based solely on skull anatomy

To be able to categorize and explain the functional morphology from a full primate skeleton

Learning various data collection methods which can be applied in lab/specimen research

Lab Practical

2-hour lecture preceding lecture

All exercise questions in regard to prior PowerPoint lectures, to enhance impact and comprehension of the material.

Students were divided into groups of 6 between different time slots

Pre-Lab Review

Phylogeny Review Strepsirrhine Haplorrhine

Platyrrhines (New World Monkeys) Catarrhines (Old World Monkeys)

Prosimians (Strepsirrhines + Tarsiers)

Locomotion Review Vertical clingers and leapers Suspensor Arboreal quadrupeds Terrestrial quadrupeds Knuckle walking Bipedal

Continuing in review, I will give a brief overview of the locomotion categories we will be discussing in this lesson. Each locomotion type will be accompanied by a short video to aid in visual learning

Exercise example 1:First, interpret the primary form of locomotion used by primates A and B, looking

at the size and shape of the thorax. Then, draw the scapula in the appropriate position below.

Suspensory Quadruped

Students were instructed to draw skeleton as well, as an additional form of learning (Bohmbach, 2014).

Exercise example 2:Calculate the Intermembral Index (IMI) of primate skeletons A and B. Using the

IMI, identify the form of locomotion each skeleton uses.

Vertical Clingers and Leapers

Suspensory

Length of humerus: 2Length of radius: 3Length of femur: 3Length of tibia: 3IMI= 83.3

Length of humerus: 19Length of radius: 17Length of femur: 18Length of tibia: 17IMI = 102.9

I used illustrations to aid in the lab practical (Carney & Levin, 2002)

Exercise example 3:Distinguish which skull belongs to a strepsirrhine Primate. Explain to the class

how you came to your conclusion.

Strepsirrhine Haplorrhine

Using physical skulls and skeletons, students interpret various primate skeleton features. This practical class is accompanied by a lab workbook which is handed out in the beginning of class (Griffin, 2007).

Exercise Attributes

This style incorporates visual and interactive learning, to be used following a lecture

It enhances comprehension by covering various types of learning throughout the entire lesson

Working in groups encourages participation as well as communicating with fellow students of diverse backgrounds and different learning levels

These exercises can be facilitated through hand-outs, PowerPoint slides or a practical lab with specimens, skulls and/or castes

Exercise Assessment

Lab Practical Assignment

Group participation

Attendance sheets stating: Something new they learned Requested clarifications Any questions about the days lecture Anything they specifically interesting or

helpful during class

At the start of each class, the top 5 most frequent questions will be answered

Individual questions are answered on attendance papers themselves, which students may collect at the beginning of each lecture

Evaluation Feedback

Student Feedback overall stated that: They enjoyed the exercises and found them helpful Exercises were a nice break-up during a 3-hour

lecture Requested copies of the exercises, to use as aid in

studying

Professor Feedback Weekly meetings to reflect last weeks exercises,

where improvements were needed and what to do for the following week

Transferable Skills

Attendance sheets requires students to reflect on their understanding of the material as well as their own learning preferences

Skeletal interpretation is useful in all the subfields of Anthropology and can be applied throughout their academic and fieldwork careers

Hands-on experience using anatomical specimens for research

References

Bohmbach KG. (2014) Learning through drawing. Teaching Theology & Religion, 17(4): 350—351.

Boud, D. (2013) Enhancing learning through self-assessment. Routledge. Chicago, Illinois.

Carney, R.N. & Levin, JR. (2002) Pictorial illustrations still improve students’ learning from text. Educational psychology review, 14(1): 5—26.

Griffin, J. (2007) Learning science through practical experiences in museums, International Journal of Science Education, 20:6. DOI: 10.1080/0950069980200604