HOME HELP FEEDBACK ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Submit Reader Comments Alert me when this article is cited Alert me when Reader Comments are posted Alert me if a correction is posted Services Similar articles in this journal Similar articles in PubMed Sign up for eTOCs Download to citation manager Google Scholar Articles by Nelson, J. Articles by Bradshaw, W. S. PubMed PubMed Citation Articles by Nelson, J. Articles by Bradshaw, W. S.

Cloning the Professor, an Alternative to Ineffective Teaching in a Large Course

Jennifer Nelson^*, Diane F. Robison, John D. Bell^*, and William S. Bradshaw

Departments of *Physiology and Developmental Biology; Instructional Psychology and Technology; and Microbiology and Molecular Biology, Brigham Young University, Provo, UT 84602

Monitoring Editor: Paul Williams

Address correspondence to: William S. Bradshaw (william_bradshaw{at}byu.edu).

Pedagogical strategies have been experimentally applied in large-enrollment biology courses in an attempt to amplify what teachers do best in effecting deep learning, thus more closely approximating a one-on-one interaction with students. Carefully orchestrated in-class formative assessments were conducted to provide frequent, high-quality feedback that allows students to accurately diagnose the current state of their understanding of fundamental biological concepts and make specific plans to remedy any deficiencies. Teachers can also assume responsibility to guide out-of-class study among classmates by promoting Elaborative Questioning, an inquiry exchange that permits misconceptions to be identified and corrected and that promotes long-lasting metacognitive and analytical thinking skills. Data are presented that demonstrate the positive impact of these innovations on student performance and affect.