This website is intended to be used as a resource for writing research style biology lab reports. The guidelines given here are the same guidelines you will follow when you describe original research as a practising biologist. They are a combination of accepted practices for scientific report writing, and simple tips for clear writing. While different instructors have slightly different guidelines for writing lab reports, the general guidelines on this website provide an overview of effective lab report writing practices. Our hope is that the information we provide here will help you feel closer to the image on the left than the image on the right. Most of the content on this site is adapted from materials previously written by Lauri Lintott, Heather Dietz and Harold Weger. This site is maintained by Lauri Lintott and Heather Dietz. If you have any comments or suggestions, please post them in the comment section of the relevant page(s). Please post any general comments or suggestions in the comment section below.

Respond to at least two colleagues. In your responses, offer suggestions for ways to engage culturally and linguistically diverse learners in the lessons your colleagues posted. In their article, Hatton and Smith (1995) indicated that there are four levels of teacher reflective work: descriptive writing, descriptive reflection, dialogic reflection, and critical reflection. Think about how you use each of these levels of reflection in your daily practice, with a focus on personal and professional dispositions or attitudes toward teaching in your educational setting. Provide a brief example of how each level of reflection could be applied to your work. Think about times when you would use each level in reflecting on your practice. Which of these levels do you believe is “where you mostly live”? In other words, at which level do you typically reflect on your own practice? How could moving up a level in reflection or mixing levels of reflection help improve your practice? Respond to at least two colleagues.

In your responses, post questions of your colleagues that promote more deep, critical thinking in regard to reflection. This helps to continue the scholarly conversation. Be sure to check back on your responses later to see the answers your colleagues provide. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Learning portfolios can be used for a variety of reasons: to promote reflection on learning and practice, to document mastery of learning goals, and to showcase exemplary work. You are encouraged to use an online portfolio during your program at Capella for all of those reasons. How might an online portfolio have application in your own educational setting? What are interesting or surprising findings you discovered in your exploration about the use of online portfolios? Are there any links to resources you think your peers would be interested in? Respond to at least two colleagues.

Compare their potential application of online portfolios in their settings with your own application. What ideas are sparked by their discussion? In the very first discussion in this course, you created the “K” (know) and “W” (want to learn) sections of a KWL chart in regard to diversity and multicultural perspectives. Go back to that chart, and complete the “L” section (what you have learned). Attach your KWL chart to this discussion. Then, in the discussion box, reflect on your KWL chart. What did you learn that you believe will be most valuable to you? What did you want to learn that you did not explore in this course? How can you go about gaining the desired learning? Now that you have addressed important learning goals in this course, what are your next steps for learning? Respond to at least two colleagues. In your responses, discuss the content they learned that they believe is most valuable. Offer suggestions for next steps in learning in the content they wanted to learn but did not.

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