resources that are becoming available on the internet. Some internet addresses will be provided in Study Guide. As you visit these sites, retain the addresses as an Explorer"Favorites"for easy or otherwise note the location for later use. Locate other Internet sources and share them with your professors and peers via e-mail NOTE-TAKING SUGGESTIONS Good lecture notes provide an important bridge between the lecture and your individual study Concepts discussed in lecture are usually very likely to be encountered on examinations. The following tips may be helpful as you continue to revise your note-taking strategies 1. Organize your notebook or"Biology Journal"using the"split notebook"approach described above Use a looseleaf notebook, number each page for use in cross-referencing, and date each day's lecture notes. Each lecture assignment can be printed from the blo 100 home page, three-hole punched, and inserted into the notebook. Many assignments include a LECTURE OUTLINE STUDY OUTLINE which will be helpful in note taking during lecture 2. Discipline yourself for consistent lecture attendance. Complete the reading/study assignment before coming to lecture Familiarize yourself with the LECTURE-STUDY OUTLINE, if present 3. Sit in a room location and with peers that will optimize your attentiveness and participation 4. Listen and observe attentively and write notes in sufficient detail to support/focus/clarify your outof- class study. Use cross-referencing to pages in the textbook, or to other locations in your notes The"split notebook"approach allows you to expand brief notes or ideas or reminders in the "left ide"(back of pages)of the notebook "in the adjacent"study notes side" 5. Strive for neatness and order; highlight sparingly 6. Review notes soon after class, fill in gaps with the aid of the text or discussion with professor or peers. Address VOCABULARY and LEARNING GOALS which were difficult to address before lecture. Seek assistance where you just cannot seem to understand a point 7. Develop a schedule of review of notes and LEARNING GOaLS from previous days to keep your recollection sharp COOPERATION- COOPERATIVE LEARNING GROUPS Background: During the past few years, several factors have begun to influence our approach to teaching 1. The growth of information technology has given students(and faculty )greater access to our role more as facilitators of lea simply a disseminator of information. Our role is not only to determine content/emphasis of the course, but also to assist you in developing biological literacy as defined above 2. The educational literature is providing abundant evidence that at least some students learn better in a setting wherein cooperative learning is used -i.e. " the instructional use of small groups so that students work together to maximize their own and each other's learning (Johnson, 1993. Cooperative Learning and College Teaching Newsletter 3(2): 6-9) 3. Cooperative learning has been used in BIO 100 for years, and with positive resultsresources that are becoming available on the internet. Some internet addresses will be provided in the Study Guide. As you visit these sites, retain the addresses as an Explorer "Favorites" for easy access, or otherwise note the location for later use. Locate other Internet sources and share them with your professors and peers via e-mail. NOTE-TAKING SUGGESTIONS Good lecture notes provide an important bridge between the lecture and your individual study. Concepts discussed in lecture are usually very likely to be encountered on examinations. The following tips may be helpful as you continue to revise your note-taking strategies: 1. Organize your notebook or "Biology Journal" using the "split notebook" approach described above. Use a looseleaf notebook, number each page for use in cross-referencing, and date each day's lecture notes. Each lecture assignment can be printed from the BIO 100 home page, three-hole punched, and inserted into the notebook. Many assignments include a LECTURE OUTLINE or STUDY OUTLINE which will be helpful in note taking during lecture. 2. Discipline yourself for consistent lecture attendance. Complete the reading/study assignment before coming to lecture. Familiarize yourself with the LECTURE-STUDY OUTLINE, if present. 3. Sit in a room location and with peers that will optimize your attentiveness and participation. 4. Listen and observe attentively and write notes in sufficient detail to support/focus/clarify your outof￾class study. Use cross-referencing to pages in the textbook, or to other locations in your notes. The "split notebook" approach allows you to expand brief notes or ideas or reminders in the “left side” (back of pages) of the notebook" in the adjacent "study notes side". 5. Strive for neatness and order; highlight sparingly. 6. Review notes soon after class, fill in gaps with the aid of the text or discussion with professor or peers. Address VOCABULARY and LEARNING GOALS which were difficult to address before lecture. Seek assistance where you just cannot seem to understand a point. 7. Develop a schedule of review of notes and LEARNING GOALS from previous days to keep your recollection sharp. 5 COOPERATION – COOPERATIVE LEARNING GROUPS Background: During the past few years, several factors have begun to influence our approach to teaching: 1. The growth of information technology has given students (and faculty) greater access to information, causing us to see our role more as facilitators of learning, not simply a disseminator of information. Our role is not only to determine content/emphasis of the course, but also to assist you in developing biological literacy as defined above. 2. The educational literature is providing abundant evidence that at least some students learn better in a setting wherein cooperative learning is used – i.e. “the instructional use of small groups so that students work together to maximize their own and each other’s learning (Johnson, 1993. Cooperative Learning and College Teaching Newsletter 3(2): 6-9).” 3. Cooperative learning has been used in BIO 100 for years, and with positive results