The Situation
The project was realized in an A-level course (Leistungsfach) biology “genetics” at Liebigschule, Frankfurt,
Knowing most students from the previous year I was aware of the fact that their scope of motivation, readiness to work, as well as their abilities differed considerably. Thus it was my special concern to increase individual motivation, to support those on a lower level of performance and help them reach a higher level. In order to realize this conception, comprehensive long term planning of every aspect of the course (first half year of 2007/2008) was necessary.
The Plan
The basic idea was that all participants including myself reflect each lesson, its course, individual contributions, achievements, success, interest, motivation. The resulting self-awareness should, in the long run, increase self-confidence and engagement. Consequently, these additional demands and offers had to be given a generally accepted and undisputed form and to be integrated in the final grading of each student.
Level of Dialogue I
The basis of the whole project are of course well prepared, interesting, and motivating lessons, being the first and most important level of dialogue. In the course of my preparations I developed what I called a “selection frame” (Auswahlrahmen), containing as modules many aspects of current theories.
http://www.bossert-bcs.de/biologie/esf/esf.htm
As a rule, teaching units start from situations familiar to the students and lead to questions, respectively problems suited for being solved with scientific methods. By a choice of topics always close to man gradually a basic knowledge of genetics is “constructed”.
Being tutor of the class made it possible for me to gain some extra time by integrating the weekly “tutor hour” as well as “project week”. During tutor hours general working methods (research, working on texts, reports) were practiced; during project week we twice joined a university science group at work, a further day was dedicated to experimenting in groups on the isolation of substances.
http://www.bossert-bcs.de/biologie/lkGenetikProjekt/index.html
In March the course was registered for a unit of lectures on genetics and for an experimenting class on “plasmids and vectors” during a students´ congress, parallel to the “wissenschaftliche Jahrestagung für Allgemeine und angewandte Mikrobiologie un der Gesellschaft für Biochemie und Molekularbiologie”. As indicated above, the topics were dealt with during lessons, in groups, and in pairs of two at the computer. Thus research was done on the structure of proteins and a study program on the functions of Vitamin D was absolved.
http://www.bossert-bcs.de/biologie/lkGenetikB/index.htm#13.
With the exception of two students all gave a lecture or wrote a paper on special aspects in the field of genetics (homework).
Self-Perception of the Teacher
From my view nothing of principal importance was to be improved, thus only details an additional idea were to be worked on. From the view of the teacher both could be combined. I thoroughly re-analyzed each given lesson and put the result (the course of each lesson, my postscripts as well as additional material) on my homepage.
http://www.bossert-bcs.de/biologie/lkGenetikA/index.htm
http://www.bossert-bcs.de/biologie/lkGenetikB/index.htm
http://www.bossert-bcs.de/biologie/lkGenetikC/index.htm
Next to the help for my students, my reflections had immediate consequences for the following lessons (explanations and supplements, micro-finishing of method and the further conception of the course).
My draft of the course “Genetics” for the new curriculum Biology in
Self-Perception of the Students
A students´ evaluation confirmed my judgement on the state of motivation mentioned above.
I asked them to reflect the lessons using the internet pages and to write comments on an internet forum especially set up for that purpose.
http://www.bossert-bcs.de/forum
The individual comments in their turn could be commented on by other students and were helpful for my own reflections.
Level of Dialogue II
Thus, a second level of dialogue via internet was created. It had several functions: making use of the medium, deepening knowledge, reflecting contents and individual interests, show students´ attitudes and their individual cooperation during lessons.
Still, I was not yet satisfied. The answers too often were small-minded, too often consisted of only one or few sentences, not to mention spelling mistakes.
I had to find a way to deal with that, to increase individual self-perception as well as scientific background knowledge.
Thus I decided to intensify and broaden the discussion by to additional “meta platforms”.
http://www.bossert-bcs.de/biologie/pp3/pp3.html
http://www.bossert-bcs.de/biologie/epistem/index.htm
Also an agreement was reached as to the extent these additional efforts should have in the final grading (Endnote).
Summing up
The second level of dialogue helped to secure knowledge by repetition, additional material, lots of coloured illustrations. Background knowledge was increased and led to more engagement in class which in turn resulted in better motivation of both students and teacher because of better self-perception and more discussions. On this new second level the individual student could be assisted more effectively and was given a greater chance to achieve additional credits.
As an essential part of the second level of dialogue was developed parallel to the current lessons I see a good chance of further improvement: forum structure, changeover to “Moodle”, possible supplement by “commitments” …
I would like to thank my friend Fritz Encke for his help with translation into English and my wife Brigitte Bossert for technical assistance and design.