{"id":1685,"date":"2018-09-16T17:16:29","date_gmt":"2018-09-16T05:16:29","guid":{"rendered":"https:\/\/blog.waikato.ac.nz\/bioblog\/2018\/09\/wordle_schol_bio\/"},"modified":"2018-09-19T11:08:19","modified_gmt":"2018-09-18T23:08:19","slug":"wordle-schol-bio","status":"publish","type":"post","link":"https:\/\/blog.waikato.ac.nz\/bioblog\/2018\/09\/wordle-schol-bio\/","title":{"rendered":"wordle &amp; schol bio"},"content":{"rendered":"<p>One of the things I do at Schol Bio workshops is work with students to identify the key themes that run through the exam questions from year to year. On the macro scale, there are three: human evolution, genetics, and animal &amp; plant behaviour\/responses to the environment (with an occasional admixture of biotechnology). At yesterday&#8217;s workshop in Tauranga, my friend Richard H. told me how he&#8217;d used previous marking schedules and <a href=\"http:\/\/wordle.com\/\">wordle<\/a> to drill down for a bit more detail, and was kind enough to let me share the image he&#8217;d made. He stripped out all the contextual material, which varies from year to year, and this is the result:<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" width=\"1005\" height=\"632\" class=\"alignnone size-full wp-image-1741 \" src=\"https:\/\/blog.waikato.ac.nz\/bioblog\/wp-content\/uploads\/sites\/4\/2018\/09\/img_5ba1855e22a82.png\" alt=\"\" \/><\/p>\n<p>Richard&#8217;s image reinforces those three main themes, and shows the breadth of conceptual knowledge that students should bring to the exam. And it&#8217;s occurred to me that from a teaching perspective, it could be useful to use the terms that wordle&#8217;s identified as the basis of a concept map, showing how the various concepts are linked.<\/p>\n<p>That conceptual breadth also means that your preparation for the exam will be supported by reading widely about biology: this doesn&#8217;t have to be textbooks alone (though they have their place). Try science blogs (<a href=\"https:\/\/sciblogs.co.nz\/\">sciblogs.co.nz<\/a> is a good place to start), science magazines &#8211; heck, follow science pages on Facebook! You&#8217;ll find a wealth of short(ish), snappy, interesting articles that will broaden your knowledge in advance of the exam (&amp; beyond, I hope).<\/p>\n<p>Of course, you&#8217;ll also need to practice developing essay plans and writing first paragraphs &amp; then essays, but that&#8217;s a separate story.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>One of the things I do at Schol Bio workshops is work with students to identify the key themes that run through the exam questions from year to year. On the macro scale, there are three: human evolution, genetics, and animal &amp; plant behaviour\/responses to the environment (with an occasional admixture of biotechnology). At yesterday&#8217;s [&hellip;]<\/p>\n","protected":false},"author":19,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[43,2],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.3 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>wordle &amp; schol bio : BioBlog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.waikato.ac.nz\/bioblog\/2018\/09\/wordle-schol-bio\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"wordle &amp; schol bio : BioBlog\" \/>\n<meta property=\"og:description\" content=\"One of the things I do at Schol Bio workshops is work with students to identify the key themes that run through the exam questions from year to year. On the macro scale, there are three: human evolution, genetics, and animal &amp; plant behaviour\/responses to the environment (with an occasional admixture of biotechnology). 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