Resources: a lesson on neural transmission

I’m not getting tired of this any time soon.

Here are some resources for teaching neural transmission. There’s a lesson plan with various activities and a slideshow to support it, along with an unlabelled diagram of a neuron and a set of sequencing cards for events that occur during the action potential. These have been prepared for students who are scared of science, so descriptions have been simplified and you might want to use them as a bridging resource to something more complete.

2 thoughts on “Resources: a lesson on neural transmission”

  1. Interested to know more about the reflections that usually end your slideshows. Is this something you use at the end of every session and what are the benefits?

    1. Hi Rhyanna. I like to encourage my students to reflect regularly on their learning but not necessarily every lesson. Some evidence suggests that reflecting on what and how they have learned has a small positive effect on academic achievement and is beneficial for critical thinking and problem solving (e.g. https://link.springer.com/article/10.1007%2Fs10459-011-9298-z ) I suspect that it may also have benefits in terms of helping students to reframe experiences in adaptive ways, such as identifying unhelpful attributions for success and failure (so I’d always make time for reflection when students get assessment feedback/marks). We give our students little notebooks specifically for reflection and try to help them cultivate the habit (my colleague and I are compulsive journallers and we make a point of modelling it). Whether it actually makes a difference I don’t know as we’ve not done an experimental test. In fact, we have no idea what they’re actually writing in them as we undertake not to assess or even read them – to do so would rob the exercise of its integrity – but some have commented positively on the notebooks/reflection time when giving us feedback on the course and the research literature suggests it’s probably worth doing. –Aidan

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