By Christopher J. Humphries, Lynne R. Parenti
Cladistic biogeography makes use of the distribution styles of species to check their old and evolutionary relationships. Revised largely to mirror new learn, this e-book is a concise exposition of the heritage, equipment, and present functions during this box. the 1st variation, released in 1986, obtained first-class experiences and used to be frequent as a textbook. This re-creation may still turn out both well known. It attracts on quite a lot of animals and vegetation, from marine, terrestrial, and freshwater habitats, and contains the most recent advances during this dynamic box.
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Additional resources for Cladistic Biogeography: Interpreting Patterns of Plant and Animal Distributions
As teachers we can build on the lower-order questions we use to probe students’ understanding and progress to higher-order strategies. We can encourage this by using Bloom’s taxonomy as a prompt or incorporating what I call ‘hot questions’ such as: •â•¢ What do you think? •â•¢ Why do you think that? •â•¢ How do you know? •â•¢ Do you all agree? •â•¢ Do you have a reason? •â•¢ Is there another way? •â•¢ Can you be sure? •â•¢ What is your evidence? Strategies such as Socratic Questioning (page 52) or the Plenary Dice (page 50) are other mechanisms that encourage reflection and deeper learning.
Here are a few strategies that can be used to help students think a little differently. â•‹. Inspired by the Sound of Music, this simple technique will get your students to look at what they are learning in a different way. Simply get students to tell you their favourite thing from a range of potential options and then to justify their choice. Students will find it easy to tell you their favourite band, football team or holiday destination, but what about their favourite punctuation mark, economic theory or element?
5â•… Proportion of question types asked by teachers Although more value is placed on higher-order questions, it is important that we use a mixture of both in the classroom. As teachers we can build on the lower-order questions we use to probe students’ understanding and progress to higher-order strategies. We can encourage this by using Bloom’s taxonomy as a prompt or incorporating what I call ‘hot questions’ such as: •â•¢ What do you think? •â•¢ Why do you think that? •â•¢ How do you know? •â•¢ Do you all agree?