Peer Review Portfolio
Judy Provo-Klimek
  1. Focus Question
  2. Microscopic Anatomy and AP 710
    1. About the subject
    2. Connection with other courses/disciplines
    3. Course design
  3. Teaching Microscopic Anatomy
    1. My teaching style
    2. Personal goals for teaching Microscopic Anatomy, AP710
    3. My syllabus
  4. Implementation
    1. Lecture sessions
    2. Problem Based Learning activities
    3. Laboratory discussions
    4. Time spent outside class
  5. Results
    1. Evidence of student learning
    2. Suggestions from students
  6. Implications
    1. Reflection
    2. Planned changes
  7. Appendices
    1. Appendix A: Sample PBL Exercise
    2. Appendix B: Examinations
    3. Appendix C: Samples of student work
    4. Appendix D: Teaching Evaluation data

 

Laboratory Discussions

I also mentioned that I prefer "visual" learning, and that I like trying to help the students form mental images of the structures they are studying in microanatomy. It is so very rewarding when I finally find a way to communicate to a given student how to do this. Because all students vary in their ability in this regard, sometimes this takes several explanations before the student "gets it". I use a lot of sketches, and also use verbal descriptions of what the student can see in the field of view - for this I first look at their slide, and then let them look as I talk about it. I also constantly talk about the three-dimensional structure and how that relates to what is seen on the slide.

I feel that my biggest challenge in teaching this course is my lecture style. I feel I go too slowly, and my lectures tend to run over the allotted time. Some students tell me that I make them take too many notes and the pace is too fast, while I see other bored faces in the crowd. Reaction from my colleagues on this subject has been mixed; in general, however, I think they feel that my pace is appropriate. I would like to find a happy common ground somewhere in the middle, where I can cover the appropriate amount of material, and still give the students the beneficial experience of taking notes during class! Another thing that I struggle with is building in enough student participation into my lectures. I have a teacher-centered lecture style, which I am constantly working to change. I have added "example test questions" to my lectures, which do generate some student responses. I need to adopt some small-group exercises with which I am comfortable, and add them to my repertoire for lecture sessions.

 
 

Last modified March 13, 2001