Getting students engaged in learning about the cell cycle can be difficult. In this Educator Voices article, educator Kathy Van Hoeck describes how she uses cancer as an anchoring phenomenon to spark student interest.
Planarians can be used to investigate a variety of biological phenomena like animal behavior, mitosis, taxonomy, and more. In this article from professor Karen Avery, see how she uses this unassuming model organism to teach concepts in cellular biology and genetics.
In this article, see a learning sequence where students explore symbiotic relationships and cell communication in bacteria (quorum sensing) by connecting their prior knowledge regarding ocean ecosystems to their understanding of symbiotic relationships.
Online courses may mean rethinking learning outcomes for your students. In this Educator Voices article, see how Phil Gibson is revising his learning outcomes and approach to assessments for his classes.
In this Educator Voices video, Alexandra Fairfield explains how she incorporated the BioInteractive Winogradsky Column resources into her courses to have her students learn about microbial life and work collaboratively.
Explore the microscopic world in this Educator Voices article from Pennsylvania educator Bob Cooper, who zooms in on the world of the very small with the “What Leeuwenhoek Saw” activity.
Interested in how to use storylines with your students? Check out this blog post from Oregon educator Kate Fisher on how she implemented a storyline about genetic medicine with her students.
Keri Shingleton explains how she uses the BioInteractive animation on cancer and cell fate to spark curiosity in her students and encourage exploration of a topic.
In this article, Rocky Mountain College professor Holly Basta discusses how she sequences BioInteractive cancer resources to get her students to think about big questions in how cell division is regulated — and how understanding regulation can guide drug design.
In this article, Mitchell Community College professor Parks Collins uses an argumentation framework that combines BioInteractive resources and a structured approach to addressing a controversial question: if viruses are alive.
In this blog post, hear how North Carolina educator Robin Bulleri uses BioInteractive materials in Spanish to support her English Learner students and how she structures her classes to empower her students to learn both academic and technical vocabulary.
Want a simple but effective strategy for helping students interpret graphs? Check out this blog post by Pennsylvania educator Robert Cooper, who unpacks how to teach students to interpret complex data figures, such as those used in BioInteractive’s Data Points.