Assemblies provide the arena for students to generalize larger, more abstract knowledge structures from their concrete workshop experiences, to synthesize and construct relationships between important ideas, and to discuss further implications of their knowledge. They consist of a variety of class discussions, instructor presentations, video presentations, small group activities, and often center around some problem or issue posed by the instructor. Students come prepared for discussion by having completed a homework/reading assignment prior to the assembly, and often have had some experience in a concept lab. By requiring this kind of preparation, the assembly can focus less on simply presenting material and more on constructing meaning.

Biology 213, Spring 1999 (Dan Udovic and Peter Wetherwax)

Biology 211, Winter 1999 (Peter Wetherwax)

Biology 101, Fall 1996 (Peter Wetherwax)
Biology 103, Spring 1997 (Dan Udovic)
Biology 130, Introduction to Ecology, Fall 1996 (Peter Wetherwax)
Biology 307, Forest Biology, Spring 1997 (Alan Dickman)

We have found that planning each assembly as a mini-course in itself, focusing on one important concept and including a variety of activities organized into beginning (motivating), middle (participating), and ending (assessment) phases to be very effective. For example, one assembly during the spring focused on nutrient cycling in ecosystems. We began with a short videotape from Nova on problems in American agriculture, during which the students completed a worksheet which kept their attention focused. We discussed their responses to the questions, and then the instructor presented an overview of the nitrogen and phosphorus cycles. At the middle of the period, students formed groups and discussed one of the questions from their homework, one which required synthesis of the material. After a short wrap-up discussion, the students completed their worksheet by answering two questions: "What was the most important or interesting thing you learned today," and, "What is still most confusing to you?"

This feedback, normally collected every assembly, has been invaluable in assessing their effectiveness and in finding out more about the needs of our students. Most importantly, the instructors have the means to try new activities and organizational strategies and add successful ones to their repertoire. Students, also, appreciate the instructors' efforts to improve their learning.

Assembly Planning Checklist

1. Do I have an "advance organizer" (messages, points)?
2. Are the objectives stated here?
3. Is there some discussion of why these objectives are important? Could I use a "hook" to begin the talk, such as a recent news article or personal experience, or is there some problem that necessitates pursuing these objectives?
4. Have I researched probable misconceptions the students will have about concepts or processes in this session, and do I have strategies to deal with them?
5. Have I planned and assigned some homework (problem-based reading questions, summaries) prior to this session so that students will arrive acquainted with the main concepts?
6. Are there concepts that would be more effectively presented with the use of demonstrations, analogies, pictures, diagrams, or other audio-visual aids, and do I have plans for preparing these?
7. Are there concepts with which the students may have personal experience upon which I can draw (relative or self with a health condition, previous schoolwork, etc.)?
8. Do I tie in previous and future concepts, both from within this term and to the terms before and after (if there is one)?
9. Do the students have opportunities to participate? Can they: turn in written questions, discuss an issue with their neighbor, write an exam question, make predictions about a demonstration?
10. Do I have opportunities to gather feedback from the students (one-minute papers, most important/least clear point), to check understanding?
11. Do I have opportunities to present findings from this feedback to students, correcting misunderstandings?