One Kind, ONE discussed on The A&P Professor


Book something. I want to say about that. That i really strongly believe is no matter. What tax book you're using you want to try in feature the images from the textbook and all the major textbook. Publishers provide images from the book that you can use for that very reason. Sometimes they'll even have some. You know remade slides not. I don't like using premade slides. I don't like using premade much of anything as far as a teaching tool goes. Because i kind of have developed my own ways of doing things and they don't necessarily follow along with the way. I want to tell a story or things that i want to emphasize so i will look at those tools. But i don't necessarily use those tools myself but i do use the images either labeled or unlabeled depending on what it is and how it works out on the slide but the reason why i wanna use tax book. Images is because that's what the students have available to them. That's what they're used to seeing. So if they're looking at home neurons in plasma membranes. In iran in their tax bill can they're looking at the way ions are represented their textbook in the way those little ion channels and pumps a represented in the tax book and then they walk into class. And you're showing them something. That looks very different. Different colors different shapes different perspective. They're going to have a hard time even students. That don't typically have a hard time connecting things. They're going to have a tough time connecting it and you might think but this is much more beautiful than what's in the textbook are. This is from the textbook. I used in graduate school so therefore it must be better. No it's not better if it's not gonna work for the students in so you know for naive learners. This is critical for connecting what they see in their textbook with what you are telling them in showing them in your storytelling. So my advice is to always use. The image from the tax book is your primary teaching image. Now learners do not have the level of expertise that we do. So they're not going to be able to make connections but even those of us that have a certain level of expertise are gonna find that jarring to go from one kind of representation to a very different kind of representation so we need to think about that again. It goes back to universal design for learning. We don't wanna trip our students up and there are going to be students in our course that are going to have weaknesses in their processing things the same way we do. Our maybe not as easily as we do and make those connections and so we're throwing unnecessary obstacle in front of them in sistan on using the images from this other textbook which i like better and why didn't my department pick this one. 'cause i like this other one batter you wanna use the images that the students have so you know. Let's start with obvious thing that the students had already at least the heretical at least potentially have had some experience with if they haven't already looked at their book least they have their book available to go back and look at later. So you know it also works in reverse. So that what they've seen in your explanation in your storytelling. They're going to be able to to recognize again when they opened up the buck later on. Now i'm not saying only used images that are near textbook. 'cause i don't do even with my own textbook teaching but i don't do that. I start without. That's my primary mode. But then i'll get to a point where i feel like we've we've been exposed to that. We've learned a little bit about that..

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