This site was designed with the
.com
website builder. Create your website today.
Start Now
Home
About me
Blog
Contact
More
Use tab to navigate through the menu items.
Teaching Biology
Thoughts on biology education by a secondary school biology teacher
by Christian Moore Anderson
Moving on from cog-sci and CLT fever: Perspectives from the classroom
Problem solving first in biology: another example
Reading the organism: Studying the whole to give meaning to the parts
Seeing the system before the parts: Problem solving first
Why a teacher's philosophy matters as much as their pedagogy
Thesis: Generalist Skills. Antithesis: Knowledge. Synthesis: Core concepts that transfer
A framework for giving feedback: a shared understanding of learning
Unifying & discerning organisms through a diagram
Putting nature back into secondary biology education: a framework for integration
Embedding natural selection throughout the biology curriculum
How I teach SA:V in biology & where some explanations fall short
Why Ebbinghaus' forgetting curve isn't useful for teaching
On the design & quality of core (quiz) questions in biology
Designing a GCSE biology course: Low workload planning and low workload lessons
Concept maps for homework with my IB biology (KS5) course: How I do it, and what I've learnt
How excessive use of the respiration equation can cause problems:
Evolution is everywhere, and so it should be in the curriculum
Why specialists teaching within specialism in science should take priority
On life as a flow: making meaning in secondary biology education
Live organisers: Pairing concept maps with questioning in the biology classroom
Teaching variables: Start with the logic of experimental methodology, not the vocabulary
Beyond the scientific method: Philosophy in the biology curriculum
Beyond description: Begin your biology curriculum with autopoiesis
The scales of curriculum planning: why sequence isn't king.
Why endothermy should be an explicit part of the biology curriculum in lower secondary.
Inheritance via 'Nature and Nurture'? It's time to change perspectives: #biologycurriculum
Towards a new biology in lower-secondary: A proposition
What is it to 'make progress' in biology curricula?
Contextualising biological components: Cellulose, an example
Why physics & chemistry must precede biology in Year 7
Making the philosophy of the biology curriculum as explicit as the content: with examples of IB bio
Classroom questioning for explicit networked-thinking in biology
Making systemic interactions explicit in biology lessons: diagrammatic representations
Developing a biologist’s gaze: the organism in its environment
On Mendelian genetics and the misconceptions it can instill
How typical biology curricula get it wrong: The need to contextualise components
The knowledge curriculum in biology: How retrieval practice and knowledge organizers may distort it
The big questions of the big ideas in biology, and how they should inform our teaching
The problematic use of glucose in the definition of respiration and photosynthesis.
The ontological problem of defining DNA in secondary school biology: How I do it in Year 7
Book review: Visualising Powerful Knowledge to Develop the Expert Student
Organelles: teaching them with purpose
IB Biology's content problem in numbers
The strand curriculum in Year 7 biology
Reduce cognitive load in your lesson PowerPoints
