What are the benefits of distance learning for students in a high school setting? In this article, two California educators share how they've structured distance learning with their students — including the advantages of their approach.

A storyline is a sequence of lessons that has an anchoring phenomenon: something that makes the student notice and wonder and inspires their natural curiosity to ask questions about what may be causing this phenomenon.

Genetics and patterns of inheritance are key topics to cover in a biology course. In this article by Cinthya Fernández, who teaches in Mexico, see how she sequences our genetics resources for her introductory and advanced high school biology classes. 

Case-based teaching allows for flexibility and adaptability, and case-based learning leads to many positive educational outcomes. In this article, New Jersey educator Missy Holzer explores how to use our salt marsh-related resources in a case study exploring trophic cascades. 

The COVID-19 pandemic has spotlighted the importance of having a scientifically literate public. In this article, Pennsylvania educator Bob Cooper unpacks how to utilize BioInteractive's suite of infectious disease resources to teach students scientific literacy. 

We are in the process of updating “Curriculum Connections” of our resources to align with the 2019 AP Biology course content and are sharing an AP Bio 2015 → 2019 Crosswalk that educators can use to align our resources with the 2019 standards.

This article by professor Melissa Haswell sequences a four-week evolution module that minimizes lecture while teaching students to think like scientists. 

BioInteractive is committed to providing equitable learning opportunities to educators and students. We know we have a lot of work to do to address racial inequities in science teaching. The following statement reflects our current and specific actions. 

If you're interested in using your favorite BioInteractive resources in an online setting, this Educator Voices article details tips for adapting our resources along with related reflection questions. 

In this Educator Voices video, professor Kathy Jones describes how she introduces her community college students to the primary literature using Science in the Classroom.

It is rare for a single phenomenon to span a large range of concepts. In this Educator Voices article, professor Holly Basta explains how to utilize our sickle cell resources to teach a variety of topics including the central dogma, gene therapy, Mendelian genetics, and evolution

In order to develop complex scientific explanations, students need to have many opportunities to grapple with a concept. In this Educator Voices article, hear how Amy Fassler uses a sequence of resources in a process called “curriculum spiraling.”