I experimented with a few lesson design strategies and I think that BOPPPS is a tried-and-true method to structure impactful lectures. Implemented with ample scaffolding, students establish competence on top of their knowledge base upon my guidance. The following exhibits demonstrate this intention:
Teaching Examples
Bridge-In
Inorganic Chemistry
A bridge-in is a way to motivate students into discussing the subject matter. From a natural science perspective, it is often a more rewarding experience through re-discovery through drawing observations from daily life. Where possible, every day object may be used to introduce a concept.
When do coins really smell?
- Coins, by itself, do not smell. Try it out!
- Only after you touch it, it gives off an odor. Why?
- Your hand transfers skin oil onto the coin.
- Upon contact, skin oils react with iron to give detectable compounds.
- This is an example of an organometallic reaction.
- Reference: Angew. Chem. Int. Ed. 2016 45, 42, 2006-2009
Outcomes
Analytical Chemistry
Example learning outcomes for graduate students on method development in high-performance liquid chromatography (HPLC).
At the end of the lesson, students will be able to:
- Describe different modules of an HPLC, using the ‘following-the-line’ method
- Define and give examples of stationary and mobile phases in reverse-phase HPLC
- Discuss the importance of sample preparation from a machine maintenance perspective
- Justify the advantages of using two wavelengths per Beer-Lambert Law
- Create a five-step quaternary pump cycle method, and justify the function of each step
Pre-assessment
Medical Imaging
An interactive pre-assessment activity to gauge familiarity of medical imaging to a 80-student cohort of graduate students in oncology.
Poll: What do you know about Non-Invasive Imaging Methods?
The QR code leads to an in-class online-polling system for real time feedback.
Participatory Learning
Nuclear Science
An in-lab assignment where an interdisciplinary cohort of graduate students learned about radiation shielding using a Geiger-Müller counter.
Post-assessment
In-Lecture Formative Assessments
Pharmaco-genomics
A in-lecture assignment where an interdisciplinary cohort of graduate students learned about the mechanism of the alcohol flush reaction.
Chemical Biology
A gallery walk where 4th year undergraduates and 1st year graduate students described and critiqued different methods of solid phase DNA synthesis.
Post-Lecture Formative + Summative Assessments
Chemical Biology
A collection of problem sets where 4th year undergraduates and 1st year graduate students learned about chemical biology. Where a year is provided, it was used in a final exam.
All examples coming soon.
More summative examples such as final exams and lab reports are available upon request.
Summary
Coming soon.