This is my latest set of ‘flipped’ teaching videos for section 1.1 of the Cambridge Pre-U on Eukaryotic Cell Structure.
Welcome to MrExham.com, an online blog designed for students, teachers and anyone who loves anything Biology!
The primary aim of my blog is to create an information resource for pupils studying Biology IGCSE, A Level and the International Baccalaureate (IB). I will also be regularly posting links to anything in the Biology world that I find interesting, be it news stories, articles, videos, or games, in the hope that Mr Exham will inspire YOU to Make Sense of Biology.
If you have any questions please email me.
For the first 6 years of my teaching I followed a rather traditional method of teaching. I delivered content in class using a PowerPoint, students took notes and then we may spend a lesson doing a practical or an activity, then I would set homework which we may or may not have time to go through in a future lesson. Every year in faculty meetings we would lament the lack of time for activities, quality individual feedback, development of scientific skills and longer-term projects. To try and combat this we would argue for extra contact time with senior management and get angry with exam boards for never reducing the size of the syllabus that needed to be delivered. Every year you would feel the pressure to ‘get through the content’ and many topics needed to be rushed through only once to meet the deadline of exams. If students were ill, or absent for matches or music lessons then it meant meeting with them at other times to repeat the lesson. When the exams approached you were asked to repeat many lessons by students who couldn’t remember, had poor notes, didn’t listen or just wanted to sit and feel like they were learning it again. Then I found Flipped Learning . . .
“Flipped Learning is a pedagogical approach in which first contact with new concepts moves from the group learning space to the individual learning space in the form of structured activity, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” (flippedlearning.org)
The important point to make here is that flipped learning is not just getting students to do homework in class and then teach themselves in their own time. It’s about making the most of the time spent in the classroom when the teacher is present (group space). Through the use of technology it has now become possible to deliver the content to a high standard out of the classroom (individual space). When looking at Bloom’s taxonomy one can see that remembering and understanding are at the base of the pyramid. These are lower order skills that the students can work on in their own time. The advantages of this are that they can learn at their own pace at a time that suits them. I make detailed animated tutorial videos for each Biology Topic; these are hosted on YouTube and internally on planet eStream. The students watch these and answer the questions that come up on screen to make sure they engage with the content and provide me with feedback about how and when they watched the video. They use the video along with a detailed PowerPoint to make notes on that particular topic. They can pause, rewind, and replay the lesson as many times as they like. They can watch it and make notes at a time that suits them. They will never miss another lesson again!
When they come into class they have done the groundwork on the topic and we can use the notes to take part in the practical activities that I have planned for them. Looking back at Bloom’s taxonomy they will now build on the higher order skills such as applying, analysing, evaluating and creating. These are quite often covered at homework time when the teacher isn’t there to help, but now I can go around and see individual students much more often, give them instant feedback, help them with problems and develop their learning. It solves many of the problems listed in the first paragraph and also creates better independent lifelong learners. The classroom becomes a fun engaging place to be rather than a lecture theatre. Better student teacher relationships are developed and teacher becomes a ‘guide on the side’ rather than a ‘sage on the stage’.
Just like any teaching method, Flipped teaching requires good planning and preparation for it to be effective. I am currently over half way through an online course in flipped teaching that will give me Flipped Certification Level I.
I have been making some new videos for YouTube on topics for sixth form biology. They are aimed at the Pre-U course but cover content from most of the A Level and High Level IB syllabuses as well.
From September I will be teaching the Cambridge Pre-U Biology course. My focus therefore over the Summer will be to develop resources for it. However, my plan is to come back to A Level, and the IB soon and there is plenty of cross over so I will be able to develop all three courses.
Here is my guide to the Cambridge Pre-U Course:
I have finished the PowerPoint for section 2.2 on the Chemicals of Life which is probably the first topic many teachers will start with, and in the next few days topic 1.1 on Eukaryotic Cells will also be complete.
Here is the PowerPoint sample for section 2.2 Chemicals of Life.
As I will be doing with all my resources from now on, here are the teaching YouTube videos for this topic.
I have now completed a fully animated PowerPoint for topic 5 of Edexcel A Level Biology B. This covers the biochemical processes of cellular respiration and photosynthesis. You can view a sample of the PowerPoint here:
It is probably my most advanced presentation to date, with complex animations for the electron transport chain and photophosphorylation.
It is designed for the Edexcel syllabus but would be a suitable resource for any A Level or post 16 biology course.
Even better, I am now working hard to produce teaching videos for all my topics. These feature stripped back versions of the PowerPoint with my explanations. The playlists for respiration and Photosynthesis can be found here.
It’s only 24 days until this year’s IB Biology examinations. Get my complete core module revision quiz bundle to find your weak topics in the course and then you can go back over these in more detail during your revision.
This bundle includes quizzes on all the 6 core modules which are required for both standard and higher level.
- Cell Biology
- Molecular Biology
- Evolution and Biodiversity
- Human Physiology
For most students you will be enjoying a well earned break over Easter weekend after what I’m sure has been a busy and frantic school term. However, when it comes to Monday or Tuesday you will probably be searching for some motivation to start your revision. Getting started can be the hardest part of revision, my advice is to plan plan plan. You can spend a lot of time procrastinating otherwise but if you wake up and you know exactly what you are meant to be studying that day you will get started much quicker. You can also tick off tasks as you complete them throughout the day. I recommend three sessions of revision per day, with decent breaks in between and two at the weekend.
Spend this weekend planning what you want to achieve over the next three weeks. Make sure all your subjects are covered in the right amounts and write specific tasks, such as ‘complete paper 1’ or ‘notes on bonding’ rather than just the subject name.
It has been a while since I have managed to update mrexham.com due to other work commitments, but as I approach revision time with my IB students it seems logical to create some resources that are useful for everyone at this stage.
Therefore I have made a new IB page for revision resources which can be found here.
I have made a quick IB revision quiz for Core topic 1 on cell biology to start with. This is designed to quickly assess your factual recall on this topic, and is a good way to remind yourself of all the little details you need to know.
There are plenty of skills required to get a 7 in IB Biology such as; data interpretation, evaluation, application and practical science understanding to name just a few but if you don’t know these key facts then you don’t have the foundations needed for these higher level skills.
I will be posting similar tests for all the core topics over the next few weeks so stay tuned!
You will also find a very useful resource covering the 7 key practicals you should have completed.
Many of you will also be carrying out your Internal Assessment projects at the moment so I have created a page to help you with writing that up. It can be found here.
I plan on blogging more about the IA in the future as I am marking my classes now and have learnt a lot about going through the process for the first time this year.
I am very pleased to announce that my first eBook has been published on the Apple iBooks store.
It has been designed for iBooks and will work on iPad, Mac and iPhone (depending on operating system).
It is hopefully the first in a series of books covering the IGCSE course. This first book is FREE and covers the sections on life processes and classification. It contains interactive multiple choice questions at the end of each section and practice diagrams to label.
Why not download it now and give it a 5* rating?
Some of the hardest questions in IGCSE Biology are the 6 marker questions and the paper nearly always finishes with one which is more than often about carrying out an experiment. As there is no coursework for this course they must make sure they test you on your experimental knowledge throughout the paper.
If you can master these questions you are giving yourself a good chance of achieving a top grade.
In my new revision resource I have written 10 original example 6 marker questions followed by a mark scheme for each one. You can download it here:
Note carefully how many of the answers are looking for the same things, especially in the practical questions. The key is to think about the variables.
Remember that the aspect the scientist is altering is the independent variable. Whatever they measure or record in the experiment is the dependent variable and all other variables in the experiment must be controlled. If you explain how to vary the independent variable, how specifically to measure the dependent variable and how to control the other variables then you should do well.