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- Dr Allan Jones
- Senior Lecturer in Life Sciences Teaching Unit,
- University of Dundee
- Editor-in-Chief, BEEj
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- 50% reduction in contact time for practical sessions
- all students previously did the same tasks, working as individuals to a
pre-determined protocol and with no required preparation
- Use of interesting organisms proved very expensive so rather mundane but
cheaper materials often used
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3
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- Working in pairs and teams both co-operatively (�research�) and as
�teachers� to the other group members.
- Verbal presentations to group and individual reporting (written)
- Using more �exciting� examples and each pairing has their �own problem�
that requires preparative activity
- Each group of 10 has a demonstrator/facilitator for formative purposes.
- Only last 2 of 5 workshops used for summative assessments to allow
skills development.
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4
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5
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- After an initial negative response, students rapidly began to express
appreciation for the value of being required to prepare
- By the end of the course, students were asking why other staff did not
adopt a similar approach
- Because others did not adopt this approach, the students rapidly lost
the work ethic developed during this course � lack of reinforcement was
very negative in the maintenance of the acquired skills
- Pass rates were not significantly increased but the level of student
satisfaction with the workshops was!
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