Learning Unit Template
Biology Content for Programming: Maintaining a Balance (9.2):
Which Unit: Unit 1 most organisms are active in a limited temperature range.
Unit Content
Students learn
to…/Students…
identify the broad range of
temperatures over which
life is found compared
with the narrow limits for
individual species
identify the role of
enzymes in metabolism,
describe their chemical
composition and use a
simple model to describe
their specificity on
substrates
identify the pH as a way of
describing the acidity of a
substance
identify data sources, plan,
choose equipment or
resources and perform a
first-hand investigation to
test the effect of:
– increased temperature
– change in pH
– change in substrate
concentrations on the
NAME: James Cauz
Skills Learning/Teaching Activities Resources
9.1 Biology
Skills
11.1a Teacher lead discussion with Q&A Mind mapping
This is designed to inform students Teacher created
of the broad range of temperature resource.
and why temperature controls the
limits of life and the individual
species that can survive outside the
life range. During this discussion
students will be asked questions to
see if they know the answer and if
they are keeping up with the lecture.
Student group mind map activity
Student will be given a piece of
cardboard and are to draw a line
range from given temperatures. Than
given pictures of species and asked
to place them into their required
temperature range for surviving.
After the small groups are done
complete the class combines mind
maps to see if the answers are correct
and discuss why.
11.1a-e, Teacher lead discussion on The pH activity
11.2a-c, enzymes and their chemical A resource to help
11.3a-c, composition student understand
12.1a-d, This discussion is designed to assist pH reactions, it
13.1g, the students and teacher on prior also assists the
knowledge of enzymes from students in
previous lessons. It aims to give understanding how
students, teacher support if they are to read and
not up to date on topic area calibrate results
knowledge. After 10min discussion from this group
teacher will show a brief video activity.
demonstrating specificity on
substrates. Model of
substrate
pH demonstration and simulation resourced from:
of pH levels https://www.youtu
Teacher demonstrates how the be.com/watch?v=g
acidity effects the pH of water by pF30LogUx4
adding lemon juice and vinegar to 2
different beakers of H2O. Students Simulation
then get to access their smart devices resourced from:
in pairs of three’s to have a look at
activity of named the different pH levels of a few items https://phet.colorad
enzyme(s) some being too dangerous for the o.edu/sims/html/ph
class room (battery acid) after a -scale/latest/ph-
period of time the teacher then opens scale_en.html
the room up to a class discussion of
what they learnt and if anything The experiment
surprised them. (For example battery was based on an
acid has a pH of 1 and vomit pH of 2 enzyme lab.
and soda pH 2.5) This practical
didn’t have
Class experiment of the effects of addition of pH
changed temp, pH and substrate reading involved so
concentrations of enzymes it was added to the
This experiment is run by the teacher lab notes and
explaining in the detail what is shortened as this
happening and when changes are one is labelled
added. It is run by the teacher 100min for
allowing the students to focus more practical. That is
of data collection and allowing the why it is run by
results to be constant throughout the teacher to keep it
class. After the experiment is on time.
complete student will apply their Resource adapted
knowledge from previous activities from:
to organise a table compiling their ngssbiology.com/sc
results. ience.php/
biology/lessontypes
/experiment/P40
outline the role of the 11.1a, Teacher lead discussion Image resource:
nervous system in 11.2a, A brief lecture on the outlining role Teacher created
detecting and responding 12.2a, of the nervous system and how it resource from
to environmental changes 12.3b, response to the change of subject knowledge.
temperature. Also to help illustrate
identify some responses of the differences between animals and Video resource
plants to temperature plants and their reactions an image is gained from:
change used. https://www.youtu
be.com/watch?v=i
Class discussion with video. KIRYkTrhR8
Teacher asks students to take notes
“at least 10 points” of how plants
react to change in temperature while
watching the video. After the video
is complete the teacher will ask what
student have learnt or discovered that
they didn’t already know. This will
help all student understand the
responses plants have to temperature
and a greater understanding.

explain why the 14.1a, Teacher lead discussion combined Teacher created
maintenance of a constant 14.2a, with class activity. resource.
internal environment is 14.3d, The class begins with the teacher The resource is to
asking if the students understand further build of the
important for optimal
metabolic efficiency
describe homeostasis as
the process by which
organisms maintain a
relatively stable internal
environment
explain that homeostasis
consists of two stages:
– detecting changes from
the stable state
– counteracting changes
from the stable state
compare responses of 11.1b,
named Australian 11.2c,
ectothermic and 11.3d
endothermic organisms to
changes in the ambient
temperature and explain
how these responses assist
temperature regulation
analyse information from
secondary sources to
describe adaptations and
responses that have
occurred in Australian
organisms to assist
temperature regulation
what homeostasis is and how the recent knowledge
environment are connected. about homeostasis
Randomly pick out 2 students if no and how it is
one answers. Then go ahead to connected.
explain what homeostasis is and how
it is connected. Once explained a Teacher created
teacher lead activity will be played practical.
out were pictures of environments This practical could
and different plants are shown and be run over a few
students will try to match the plant weeks to help
with the environment. illustrate how
changes in stable
Class practical on changes from state is detected
stable state on plants. and counteracted.
The teacher presents 6 plants (2
different types and 3 of each) and the
class places 1 pair of the plants in 3
different locations around the
classroom that supply cold, warm
and hot weather, making sure that the
water supply is the same and detail
descriptions are taken by students of
a set period of time. By the end of
the set time there will be data on how
the changes of temp have affected
the plants.
Class discussion and research Student find own
Teacher gives the students a lecture resources using
on the different adaptations and smart devices.
responses of Australian organisms. This is guide by the
The students are then asked to use teacher so students
their smart devices to try and find are doing active
other descriptions and to find research and using
ectothermic and endothermic the right websites
organisms. This activity is led by the for peer reviewed
teacher and guided by writing up articles knowing
websites for the students to start their that the information
search and given an allocated time is validated.
(about 20mins).
Think, pair share activity
Once students have completed
previous task they are to pair up or in
groups of 3 to compare notes and
talk about their findings. After 5mins
the class will be brought back to a
whole and the teacher will ask
students to share their findings while
adding it to the board. These finding
are then compared with each other to
see if the class got similar results and

gather, process and 13.1a,
analyse information from 14.1f,
secondary sources and use 14.3a,
available evidence to
develop a model of a
feedback mechanism
the teacher will discuss what was
found and explain their findings.
Class group model activity Teacher created
A quick teacher lead discussion resource
about the previous lessons acquiring All equipment
the knowledge the students have supplied by
obtained and the class is informed teacher. (Sticks,
that it’ll be broken up into group of balloons, glue,
3-4 to produce sections of a model sticky tape,
for a feedback mechanism. The class markers, straws
as a whole decide on what the model etc.)
will involve and the different parts in
it. This is guided by the teacher so
not to get off topic and the model is
accurate. Once decided on the model
and sections the small groups will be
randomly given a section by the
teacher and resources/equipment to
produce the model. Near the end of
the class the sections will be
connected and a small discussion
between the teacher and students
about the completed model will
finish the lesson.
Week 1 Lecture Activity

Boardofstudies.nsw.edu.au/hsc/
HSC Exam people, papers, and processes.

The majority of the HSC website seemed like general knowledge or knowledge I have learnt
over time but one area I have always wondered was the process in which the exam is
conducted. I was amazed by how well structured the process is from the employment of
more than 5000 people to supervise during the exam to appointing expert teachers and
academics overseeing the questions and marking of each exam. I personally always though it
was a big operation but the numbers were a lot more than expected, as even more than 800
staff are employed just to help in watching the scanners and packing artworks for marking. I
found this section intriguing and did learn something I previously didn’t know.

End of week 1 activity.

Week 2 Lecture Activity

Risk assessment form:

Name of investigation: checking pH levels using lemons, vinegar and alkali in H2O
Name of students in group ______________________________________________
Class ________________________________________________
Date _______________________________________

Chemical or Procedure Precaution

microorganism or Hazard taken to Source of
equipment control risk information

Dilute acid (lemon juice) Low hazard Wear safety Prior

glasses knowledge
Avoid contact
with hands and
face.
Dilute acid (vinegar) Low hazard Wear safety Prior
glasses, avoid knowledge
contact with
hands and face.
Dilute alkali Low hazard Wear safety Laboratory
glasses, avoid safety
contact with manual in
hands and face. worksheet
Dipping pH Low hazard Wear safety Laboratory
strip into glasses, avoid safety
beakers with swinging or manual in
dilutions splashing of worksheet
solution of
strip, avoid
contact to
hands and face.
Wash hands
after taking the
sample.
Throw sample
strip away in
correct bin.

End of week 2 activity

Week 3 Lecture Activity

Subject 9.5 (unit 6): Animals that produce vibrations also have organs to detect vibrations
Element: 1.4 higher order thinking

Higher order thinking can be used in a lot of aspects of biology. Just by taking results and
transferring them to a table is a form of higher order thinking, but for senior student who
may have gotten to the stage that tables and graphs are second nature I found that in the
subject titled above it could be used. After describing and demonstrating how animals could
send and pick up vibrations, student could be assigned an activity to construct a device to
produce and detect vibrations using certain materials provided. This would defiantly need the
element of higher order thinking to produce the device.

End of week3 activity.

Week 4 Lecture Activity

HSC outcome: 9.4 (unit 1) “What is a healthy organism?”

While discussing this topic within the class it could be a very dull subject that a teacher
could just stand in front of the class and define it. But by using the 10 min rule consideration
and breaking up the lecture with varies stimulations it will stop the students from allowing
their mind to wonder. Using visual stimulate during the lecture it will allow the teacher not
only to maintain the interest of the students but also helps assist in the education towards the
students in the differences of a health organism and a disease which is the first outcome of
unit 1 define the differences between the 2.

End of week 4 activity.

 Lesson Plan Template

Topic area: Maintaining a Stage of Learner: Syllabus Pages: 40

balance HSC Stage 6

Safety Considerations: Time: 60mins Printing/preparation:

Smart devices, bags, water Preparation of pH
bottles near devices. demonstration

Knowledge Outcomes in Unit – Skills Outcomes in Unit –

Students Learn To… Students…

identify the role of enzymes in metabolism, describe their

chemical composition and use a simple model to N/A
describe their specificity on substrates

identify the pH as a way of describing the acidity of a substance

Links Between Lesson Content and Unit Contextual Outline

This lesson builds on the activity on enzymes and substrates in different pH levels and how this
effects the health of cells within. Linking this content to the health of cells in the contextual outline.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

Lesson Script
Teaching Indicators of presence in the lesson
element
1.2 They learn how substrates work and bound with enzymes.

Students actively participate with their smart devices learning about pH

2.2
While understanding the basics of pH seeing how close some elements are builds of past
3.1 knowledge.
Time Teacher’s Actions Students’ Actions Resources (refer
to web-link,
author and year,
or original
handout)
Mark the role Announce if present N/A
2min

Begin with teacher announcing Start with replying on previous knowledge, then listen and N/A
10mins the topic and asking what prior take notes on what the teacher is saying.
knowledge student have
acquired. This will follow on with
a discussion about enzymes and
their composition describing
what they are and how it all
works.
A brief video is then played to To watch the video quickly and make a note if they find https://www.youtub
break up the discussion and help something interesting. e.com/watch?v=gpF3
2mins build on newly found knowledge. 0LogUx4
Teacher explains that if there is
something that the students find
interesting to take notes. Teacher
watches for anyone that takes
notes.
Finish the model up with a Students will answer with anything they learnt or wrote N/A
question on what the students down.
3mins learnt and if they wrote down
and notes from the video. If no
one answers a few random
students can be picked out at
random.
Teacher then explains how pH Students listen to teacher and make notes of pH levels and N/A
levels can effect substrates which how the effects of pH environments effect cell life.
7mins can lead to unhealthy cells and
goes over what pH is, the scale
and how acid environments are
all around us.
The teacher explains that next Student will watch and listen to demonstration of pH readers pH reader manual for
class there will be an experiment and takes notes on how they work. how it works and
6min on pH levels and measurement so reading the
a small demo will be given to strips/machine.
show how pH readers work and
what kind of pH levels lemons
and vinegar have.
Teacher goes on to explain in Student will make notes on pH scales and effects and any N/A
more detail the scale and effects other notes that brought up during the discussion to confirm
10min pH environments have on cells, other knowledge.
enzymes and substrates. The last
few mins the teacher allows the
student to ask any question for
anything that was confusing or
they didn’t understand.
Teacher explains that students Students will pull out smart devices and load web-link, they https://phet.colorad
can pull out a smart device and will then be able use the simulator for the given time asking o.edu/sims/html/ph-
15min access and web-link to have a the teacher for help if required. No other web pages will be scale/latest/ph-
look at different pH items and allowed to be accessed during this time. scale_en.html
how dilution effects the pH.
Teacher will describe how the
simulator works and all the
functions it has. The teacher will
give 10min for students to work
on the simulator and will walk
 around assisting students who
are having trouble.
The last 5 mins will be a Students will be actively participating in discussion and N/A
discussion on what students informing the class on what they discovered and surprised
4min discovered and if anything them.
surprised them. An example
could be the pH of battery acid,
vomit and soda being very
similar. That can be used if no
student starts a conversation on
if they discovered something.
1min Teacher will remind student to Hopefully student will listen about the practical and bring N/A
bring notes, lab safety gear and notes and equipment.
the experiment notes to next
lesson.

Reflection
What have I learned about teaching and learning processes when preparing this lesson?
I have learnt that breaking up the lesson really allows to teacher more than one topic and
by using models, simulations and demos can really emphasis what the lesson is about.

Assessment: How am I measuring/assessing the outcomes of this lesson?

Learning Outcome Method of measurement/assessment

H4 Accessing the impacts of pH levels on the environment.
H6 By seeing the change in the cell environment can make a
big impact of the organism as a whole.
H7 Learning about how homeostasis allows cells to adapt to
the environment to survive.

Other considerations

Graduate Evidence within this lesson

Standards
2.1 The lesson was built on teacher knowledge allow a better flow of the
lesson.
3.3 By breaking the class up with discussions and stimulating activities.
4.1 Getting the students involved in discussion and activity. By getting
everyone involved less chance of people not joining in.

References

Resources Attached
 Lesson Plan Template

Topic area: Maintaining a Stage of Learner: Syllabus Pages: 40

balance HSC stage 6

Safety Considerations: Time: 60mins Printing/preparation: lab notes supplied

PPE, no water bottle or bags. students (prior to lesson)
Only notes and pens. 30 copies, prep of the practical
Set up prior to class.

Knowledge Outcomes in Unit – Skills Outcomes in Unit –

Students Learn To… Students…

identify data sources, plan, choose equipment or resources and

perform a first-hand investigation to test the effect of:
N/A – increased temperature
– change in pH
– change in substrate concentrations on the activity of named
enzyme(s)

Links Between Lesson Content and Unit Contextual Outline

This lesson continues to build on the activity on enzymes and substrates in different pH levels and
how this effects the health of cells within from previous lesson. Linking this content to the health of
cells in the contextual outline.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.4 By being involved in a practical this will involve higher order thinking to complete and work
out the final results.
2.2 Participation in the practical and working with other students to require stable results.

3.1 By applying knowledge from previous lesson on reading pH readers this will make that
section easier to complete correctly.
 Lesson Script

Time Teacher’s Actions Students’ Actions Resources

(refer to web-
link, author and
year, or original
handout)
2mins Teacher marks the roll Students announce if they are present N/A

Teacher gets the class ready with Student will take out notes and pens then place all other Practical notes.
10mins marking sure all bags and phones are unnecessary items away safely, then place on PPE gear.
away, PPE gear is on and complete, all Listen to teacher about the practical and take any notes
students have their notes and pens or changes that have been made.
ready. Then after all that is established a
brief summary of the practical will be
announced to assist students who
haven’t done prior reading. Also make
any sudden changes or announcements.
Also specify that the practical will be run
by the teacher so the students can focus
on collecting the right data and seeing
the changes and/or effects. Students
made be asked to assist in some parts.
Teacher will instruct students to safely Student will be making notes on changes and data that ngssbiology.com/s
35mins enter lab and place themselves at the they are instructed to take. Play an active role in the cience.php/biology
front of the demonstration bench. The practical when asked and be safe around the bench. /lessontypes/expe
teacher will follow the practical notes riment/P40
and explain each step and reasons for
any changes to the enzyme due to pH,
temperature or concentration of
substrates. During the practical students
may be asked “to explain what they are
noticing if anything”, what they think
may happen before changes are made
and if they would like to try and use
their skills learnt in the previous lesson
on reading the pH readers.
8mins Teacher will end the practical asking Students will finalise results and participate in the open N/A
students what they thought about the class discussion on what they learnt, if they discovered
practical and if they found any on it something new and had they ever thought about the
interesting. This should open the class to effects pH, temperature and concentration of substrate
more questions such as what they learnt have on the health of their cells. They will also assist
and if they have thought about how the other student who missed results and help to make
effects of the environment can change sense of some parts that others don’t understand.
cells even in them. Also I this discussion
the teacher will ask if everyone got the
results and if other student will share
theirs if a student missed some and
explain results that students don’t
understand.
Teacher will instruct students to wash Students will leave the lab quietly and safely following N/A
5mins hands and leave the lab safely taking off teacher instruction to clean hands and take off PPE gear
all PPE gear once they have left the lab. once left the lab. They can collect all their belongings and
They can pack up and finish the lesson. finish up.
Reflection
What have I learned about teaching and learning processes when preparing this
lesson?
I have learnt that sometimes finding a great practical that matching the lesson topic
may not work in my timeframe or lesson period. By modifying the practical it can still
allow the demonstration to happen and give the students an interactive experience.

Assessment: How am I measuring/assessing the outcomes of this lesson?

Learning Outcome Method of measurement/assessment

H1 By demonstrating the practical and using advance
scientific equipment this allows the students to thinking
at a deeper level.
H5 Further research into this subject can lead to better
understanding of environmental conditioning on cell
health
H8 By better understanding of cell health scientist can make
better understanding on cell conditioning.

Other considerations

Graduate Evidence within this lesson

Standards
4.4 Giving instruction on lab safety and equipment prior to practical
making sure all student have PPE gear on.
5.2 By allowing that bit of time for student feedback and questions on the
practical allows for students to be more open when asking questions
4.1 Allowing students to participate with the practical and class discussion
to encourage students to join in.

References

Resources Attached
Justification:

Throughout this assessment many decisions needed to be made to make the learning
unit template and lesson plans match up, make it easy to understand and make lessons
easier to complete. There are 4 aspects that will be discussed to better understand how
and why these plans were completed and also why it will help make the lesson run,
these four aspects that will be covered are simulation, grouping of knowledge and
skill outcomes, teaching style and lastly why it was chosen to spread the 1 section in
the unit template over 2 lessons.

With the technological advances available within today’s society and for the majority
of school having the ability to use some sort of smart device, adding the use of these
devices into the classroom and the education toward students can be very beneficial
towards education as summarised in an article by Skinner (2016), that with the
growing population adding more schools and educating more teachers isn’t the only
answer, by applying the use of technology could help advance the education system.
With this in mind adding smart devices and simulation into the classroom can help
benefit and build on planned lessons which is also backed up by a study done by
Freeman et al. (2014), which after doing test on students with and without technology
students that used it were 1.5 times less likely to fail the subject. So with these in
mind that was the justification on why a simulation was used in these lessons.

The next aspect to be justified was why the knowledge and skill outcomes were
combined in those formation and matches, for some modules there are simple matches
that stand out and others which either need to be taught solo or a deeper knowledge of
the core structure of the lessons. To justify the choice made in the unit template it was
clear that some choices could be joined with similarities that weren’t noticeable at
first glance, this is backed by Boettcher and Conrad (2016, P. 33), which summarised
that instead of focussing on the whole learning principle when looking at lesson
outcomes but instead focus on the core concepts to help design and connect content.
With that in mind it assisted in matching up majority of the core subjects, another
reason for matching was to not make any lesson theory based or boring as students
would describe it, which is why connect some content that can be very theory based
with content that’s hands on with matching core unit structure makes it ideal in lesson
planning. This thought of matching heavy theory based units with practical lessons
was inspired by a reading by Nilson (2016, P. 20), which stats that by combining
different learning outcomes and different structures can maximise the effects of
education on students, so that is the justification for matching up the knowledge and
skill outcomes in this assessment.

When considering what kind of teaching style to proceed with when applying the
lesson plans one article by Nilson (2016, P. 13), made a suggestion that with today’s
youth it can make it easier if lessons are structured and allow students to understand
what’s planned and what to expect, which is why adding what to expect in the next
lesson may not seem like much but could make it a little easier in the next lesson. To
make the lessons flow and gain the most out of the education in the timeframe given,
a combination of teaching styles are used at once, these can range from discussions,
practicals, simulation, group activities and student run learning. This is similar to the
PPP approach by Richards and Rodgers (2014, P. 26), which stats that by applying
information then allow the students to practice learnt knowledge will produce lesson
learnt and the Flanders’ indicators by Perrott (2014, P. 2), which describes an direct
and indirect teaching style which are more effective if both are used in the right
combination, the direct style is about the lecture or teacher leading the practical and
indirect is asking questions, acknowledge student ideas and encouragement. With
those ideas in mind is to why the teaching style in those lesson plans was chosen.

The final aspect was why the 2 lesson plans where connected in that way which apart
from the obvious that combining the theory then practice the learnt knowledge in the
next lesson as stated in the PPP approach by Richards and Rodgers (2014, P. 26) but
also thinking about the capabilities of the students themselves is one part of the
decision making. Without knowing what each student will be capable of each lesson
plan must have in mind for student who have difficulty learning or have trouble
learning from lectures but understand better practically, this thought was discussed by
Tomlinson (2014, P. 29), stating that when thinking about teaching lesson thinking
outside the box and on issue that could arise should always be accounted for. With
that thought in mind the 1 lesson was broken into 2 but it will allow a deeper and
better education and helpful imprint the learnt knowledge for the students.

So those are the justification for the 4 aspects chosen and why the choices made were
thought out using scientific teaching knowledge and methods.
References

AISTL. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-

for-teachers/standards/list
Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple
and practical pedagogical tips: John Wiley & Sons.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &
Wenderoth, M. P. (2014). Active learning increases student performance in
science, engineering, and mathematics. Proceedings of the National Academy
of Sciences, 111(23), 8410-8415.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college
instructors: John Wiley & Sons.
Perrott, E. (2014). Effective teaching: A practical guide to improving your teaching:
Routledge.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language
teaching: Cambridge university press.
Skinner, B. F. (2016). The technology of teaching: BF Skinner Foundation.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all
learners: Ascd.