Kami Export - download

.pdf

School

University of California, Los Angeles *

*We aren’t endorsed by this school

Course

Subject

Biology

Date

Dec 6, 2023

Type

pdf

Pages

Uploaded by AgentCrocodile2235

Name ___________________________________________ Week 1 Introduction Pre-Class Reading Guide For each class session this quarter, we have created a pre-class reading guide to help you consolidate and remember the most important points from your pre-class reading for that day. Your reading guides will always begin with a set of pre-class learning objectives, or things that we would like you to be able to do by the time you come to class so that we can deepen our understanding together during class time. After the learning objectives, you’ll find guided questions that will help you take notes during your reading. If you put sincere effort into this, you should not need to take many additional notes while doing your pre-class reading – the most important information will be on your pre- class reading guide! After you complete your pre-class reading guide, bring it with you to class, keep it out during class, and use it as a resource while we work through problems together in class! After completing your pre-class assignments for our first class session, you should be able to: • Identify the preferred contact information for your instructor(s), along with the location(s) and time(s) of their weekly student hours. • Reflect on your own experiences with biology and identify LS 7 series overarching learning goals that you would like to work hardest to develop over the next few quarters. • Identify the dates and describe the structure of the Assessments of Learning in this course • Develop a personal roadmap for the quarter, indicating how you plan on engaging and keeping up with coursework. • Identify study strategies that have been proven to be effective • Reflect on study strategies you tend to use and whether they align with evidence-based study strategies All of the information needed to answer the questions below can be found on our course Bruinlearn page and syllabus. 1. In the space below, write down the name and primary contact method for your instructor(s). Write down at least one of any instructor’s weekly student hours that works with your schedule and that you can attend to interact with the instructor informally or receive help on challenging concepts. Instructor name(s): _____________________ Instructor contact(s): ________________________ Student hour that I can attend: Day of week: _________________ Time: _________________ Location:________________ 2. Please read through the LS 7 series overarching learning goals. Identify at least 3 of these learning goals that you would like pay special attention to achieving over the next few quarters. Include a brief description of why you chose each. 3. What are the dates for the Assessments of Learning in this course? (Pro tip: put these dates in your calendar now!) If you have any potential conflicts with these dates, what is your plan for resolving these conflicts?

Name ___________________________________________ 4. In the space below, briefly describe in your own words how the two stage Assessments of Learning in this course work. What is one question you have about this Assessment of Learning structure? 5. The “Course Grading – Examples’’ page of the syllabus describes different ways in which different students might participate in activities and accumulate points this quarter. Fill out the table below with YOUR plan for how many points you’d like to earn in each category this quarter, along with how many of each assignment you could miss entirely to achieve that score. We strongly encourage you to make a plan regarding your coursework and performance, but we also want to make sure that you focus on learning this quarter rather than just thinking about grades. Assignment Points possible Your goal How many assignments in this category can you miss while still achieving the score you put here? Canvas Reflection Assignments 10 AoL 1 individual 45 N/A AoL 1 group 45 N/A AoL 2 individual 60 N/A AoL 2 group 60 N/A AoL 3 individual 100 N/A AoL 3 group 100 N/A Discussion section 72 Lecture participation 64 Learning Pod Assignments 30 Pre-class reading guides 68 PCRQs 45 PALs 45 Extra credit (usually ~10 pts) Total Points 744 6. In the article, “What Works, What Doesn’t,” the authors discuss multiple common study strategies and whether education research has proven them effective. In the space below, list three of the study strategies discussed in the article that you use most commonly in a typical science class. For each, indicate whether it is a “Gold Star Winner,” a “Runner Up”, or in the “What Doesn’t Work” section.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version