How I teach the nervous system
The nervous system is a great topic for exploring who we are and what we can do. It’s also great for explaining experience. But to do that, it needs to be given meaning, and that…
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How I teach the lac operon
The lac operon is a classic of genetics and is common in biology curricula. Yet, students can sometimes find it difficult. I want to show you how I’ve taught it using a stock and flow…
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How I teach enzyme kinetics
In this post, I explain how I’ve taught enzyme kinetics without slides or worksheets to 14-year-olds. This lesson followed another on enzyme structure and function. Enzymes are abstract, invisible entities that appear to do work….
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How I teach enzyme function
Here’s how I taught about enzymes recently with students 14–16 through models and conversation. What are enzymes? For students, that’s a strange word. So, firstly, we’d better have a look. My favourite animation is one…
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How I teach PKU with a history of eugenics
If you’re teaching Mendelian genetics, monogenic disorders are on the cards. But which ones are good examples? The IB has once again decided on PKU (phenylketonuria). In this post, I’ll show you how I teach…
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How I teach the relationship between photosynthesis & respiration in plants
The relationship between photosynthesis and respiration (within an individual plant) isn’t easy for students. Often, I find, they’ve been shown the respiration equation so many times that they’ve memorised it, yet still don’t fully grasp…
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How I teach Endler’s natural selection experiments
The peppered moth of industrial England (and the Galapagos finches on Daphne Major during the 1976 drought) are common examples used in teaching natural selection. What unites them is their method: observational work. John Endler’s…
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How I introduce stock and flow models
When I first saw stock and flow diagrams, I knew they were immensely useful in the biology classroom. Yet, it took a few years of trial and error until I found a powerful way to…
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How I teach the nitrogen cycle
The nitrogen cycle is one of my favourite lessons. There’s so much to connect to: history and everyday life. But, students need a clear model to understand what’s going on, lest it be abstract and…
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What’s the purpose of “rehearsal” during lessons?
Recently, the classroom activity “rehearsal” has appeared in UK-based educational blogs. But there appears to be confusion. What’s it for? Here are some recent quotes: Making these connections requires rehearsal Teacher: Explains, demonstrates, explains, reads,…
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How I teach the meaning of (statistical) p-values
To understand p-values, you must discern a critical aspect: how confidently you can interpret data. You must see how the relationship between the means and their data spread can vary, and how this affects your…
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Helping students develop study skills: a simple model
Advising students how to study is complex. Learning is messy, with ups and downs. Sudden insights may punctuate periods of seemingly little change. But when students are working for themselves without our guidance (i.e. at…
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How I teach speciation
Teaching about natural selection gives a mechanism for how species change but it doesn’t directly address how one species can diverge into two. Speciation, then, needs its own lesson. This post shows you how I’ve…
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How I teach population size controls
Stock and flow models lend themselves to most concepts in biology, but population ecology is an iconic case, and a good place to begin. The model reflects Malthus’ original ideas, those that influenced Darwin. In…
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What the variation theory of learning is and isn’t. A brief introduction.
Variation theory isn’t a theory of how memories are stored. Nor is it a theory of how learning can be impeded (like cognitive load theory); it doesn’t tell you what to avoid doing. Crucially, it…