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Level Up Bio Notes Masterclass: Models Edition
Most students suck at taking notes. We all know this.
But no one really taught us how to give good notes either.
Overloaded with biology content and with a high stakes test looming, you default to those boring basic fill in the blank notes.
“Alright did I lose anyone? If you’re confused, someone else probably is too, so ask a question!” You say as y’all finish up.
CRICKETS
“Cool. Complete the practice! It's due before the end of class”
Before you’ve even made it to your seat to check the red Teams notification that’s been there for the last 7 minutes, hands shoot up around the room, heads meet desks, and you hear a chorus of “I don’t get this. Did we learn this?” from around the room.
😬 Frustrated.
😬 Overwhelmed.
😬 Unfortunately unsurprised.
Inside your head you silently scream WHY WHY does this always happen????
Here’s the truth. You did a great job explaining the concepts.
That’s why the two students in the room with better executive functioning than all the other students combined (and maybe you too) are working away happily.
The reason the other 32 kids couldn’t buy a clue is because while their hand was writing ‘guanine’ in the blank across from cytosine they were mentally planning how to run the most epic Homecoming Princess campaign of all time (and omg is Melvin EVER going to get a clue and ask me to the dance???)
But teenagers gonna teenage so students aren't the root issue here, the notes are.
Fix the issue with notes that:
✍🏾 are a conversation between students and the content
✍🏾 force students to think critically
✍🏾 guide students through translating inquiry into learning
Teaching students how to critically analyze models to take their notes may take more time on the front end, but on the back end it results in:
🔥 students having heated debates about the answer to conceptual questions while referencing the notes instead of hearing a chorus of 'I can't do this' because students gave up before they even began
🔥 inquiry based student centered instruction that doesn't feel like a waste of your time because students connect the inquiry to what they're learning
🔥 going home at the end of the day to enjoy your afternoon without spending time angsting about how you're going to go backwards and forwards in the content at the same time
🔥 coworkers side eyeing you when they're complaining about all the things students can't/won't do and you're just like 'idk they're doing great in my class' because you actually taught students the skills they need to be successful
Giving students big 'OH I DID THAT' energy leading them to say things like:
👩🏾🔬 "oooo we cooking over here"
👩🏾🔬 "I can totally come teach your next biology class for you because I'm like a pro now"
👩🏾🔬 “Nah Dr. J, you ain’t gotta explain it to DJ! I got it!” (and then they give an aaaamazing explanation that sounds like them but is 1000% correct)
The bad news?
You're going to have more to grade because that swagger is gonna have students completing and turning in assignments on time.
The good news?
Students rely on you less and less leaving you with way more class time to get that grading done
(or you know stop and take a breath, chat with students, and generally a break. You deserve it!)
I'm showing you exactly how to make this a reality in the Level Up Your Bio Notes Masterclass: Model Edition
You'll learn:
👩🏾🏫 how to support students in analyzing models
👩🏾🏫 how to use models for inquiry based instruction
👩🏾🏫 how to activate prior knowledge during student directed note taking
👩🏾🏫 how to anticipate misconceptions during student directed note taking
👩🏾🏫 how to select models for student note taking
And a peek into exactly how I use models to teach students critical thinking with:
🔬cell energy
🔬 DNA structure and replication
🔬macromolecules
🔬 mutations
Participants on the live call said:
"This was so awesome"
"This was a fun training"
"Great info"
It's time to trust yourself and trust your students.
It's time to level up those bio notes!!!!
**Labmates, you're already in! Check your email for the replay info!!!
Most students suck at taking notes. We all know this.
But no one really taught us how to give good notes either.
Overloaded with biology content and with a high stakes test looming, you default to those boring basic fill in the blank notes.
“Alright did I lose anyone? If you’re confused, someone else probably is too, so ask a question!” You say as y’all finish up.
CRICKETS
“Cool. Complete the practice! It's due before the end of class”
Before you’ve even made it to your seat to check the red Teams notification that’s been there for the last 7 minutes, hands shoot up around the room, heads meet desks, and you hear a chorus of “I don’t get this. Did we learn this?” from around the room.
😬 Frustrated.
😬 Overwhelmed.
😬 Unfortunately unsurprised.
Inside your head you silently scream WHY WHY does this always happen????
Here’s the truth. You did a great job explaining the concepts.
That’s why the two students in the room with better executive functioning than all the other students combined (and maybe you too) are working away happily.
The reason the other 32 kids couldn’t buy a clue is because while their hand was writing ‘guanine’ in the blank across from cytosine they were mentally planning how to run the most epic Homecoming Princess campaign of all time (and omg is Melvin EVER going to get a clue and ask me to the dance???)
But teenagers gonna teenage so students aren't the root issue here, the notes are.
Fix the issue with notes that:
✍🏾 are a conversation between students and the content
✍🏾 force students to think critically
✍🏾 guide students through translating inquiry into learning
Teaching students how to critically analyze models to take their notes may take more time on the front end, but on the back end it results in:
🔥 students having heated debates about the answer to conceptual questions while referencing the notes instead of hearing a chorus of 'I can't do this' because students gave up before they even began
🔥 inquiry based student centered instruction that doesn't feel like a waste of your time because students connect the inquiry to what they're learning
🔥 going home at the end of the day to enjoy your afternoon without spending time angsting about how you're going to go backwards and forwards in the content at the same time
🔥 coworkers side eyeing you when they're complaining about all the things students can't/won't do and you're just like 'idk they're doing great in my class' because you actually taught students the skills they need to be successful
Giving students big 'OH I DID THAT' energy leading them to say things like:
👩🏾🔬 "oooo we cooking over here"
👩🏾🔬 "I can totally come teach your next biology class for you because I'm like a pro now"
👩🏾🔬 “Nah Dr. J, you ain’t gotta explain it to DJ! I got it!” (and then they give an aaaamazing explanation that sounds like them but is 1000% correct)
The bad news?
You're going to have more to grade because that swagger is gonna have students completing and turning in assignments on time.
The good news?
Students rely on you less and less leaving you with way more class time to get that grading done
(or you know stop and take a breath, chat with students, and generally a break. You deserve it!)
I'm showing you exactly how to make this a reality in the Level Up Your Bio Notes Masterclass: Model Edition
You'll learn:
👩🏾🏫 how to support students in analyzing models
👩🏾🏫 how to use models for inquiry based instruction
👩🏾🏫 how to activate prior knowledge during student directed note taking
👩🏾🏫 how to anticipate misconceptions during student directed note taking
👩🏾🏫 how to select models for student note taking
And a peek into exactly how I use models to teach students critical thinking with:
🔬cell energy
🔬 DNA structure and replication
🔬macromolecules
🔬 mutations
Participants on the live call said:
"This was so awesome"
"This was a fun training"
"Great info"
It's time to trust yourself and trust your students.
It's time to level up those bio notes!!!!
**Labmates, you're already in! Check your email for the replay info!!!