The Parents' Guide:
How help your student survive an online science course
Many common concerns are also addressed on the FAQ (Frequently Asked Questions) page for this course, so be sure to read it also!
Scholars Online courses are a cooperative effort between the teachers, the students, and their parents. Like the proverbial three-legged stool, if one leg is broken or missing, the stool will topple over. You are a necessary and important part of this course, and your student will need your guidance to develop the study skills and self-discipline needed to survive the class.
There are three websites for this course; however, most pages in all three sites will be organized by links in the Moodle to course homework pages, and links from the homework assignment pages to all other website pages required for a given assignment.
Page Layout: Most Biology site pages have a logo at the top that identifies the course, meeting times, and the page topic. Links on the left allow students to navigate to different parts of the course site. Links at the bottom of the page helpt the student navigate to the Scholars Online site and Moodle/Chat login pages.
This is structured as an Honors/AP course, which means the textbook we use, our approach, and our expectations of performance are college-level expectations. Students can still pass the course with less-than-AP level performance; their transcript will reflect whether lab credit, honors credit, or AP credit has been achieved.
Please do not equate exam percentages with the standard 70% = C, 80% = B, 90% = A performance ratings used by many high schools; in particular, exams are only one part of the student work I use to assess overall performance. Exam performance is, however, something of an indicator for likely standard exam performance. The scale below is a rough guide of performance mapped to traditional grades for a sophomore level student; juniors and seniors would need to secure higher levels of performance for the same grade.
Evaluations sent to students at midyear and at the end of the course contain the raw scores for each area used to determine overall performance (homework, quizzes, class participation, semester reports, and examinations). These scores are weighted — exams count more than quizzes — and then normed against the student's grade level to determine a final numerical score that allows the student's performance to be fairly compared to students in other institutions. A letter grade is assigned on the basis of this final numerical score.
AP expectations: AP Course expectations changed in 2006, as the College Board began certifying each syllabus before allowing teachers to describe classes as an "AP" course. This course has been certified as compliant (see College Board Certification Letter) with the 2013 Biology AP Course requirements. Please consult the formal course syllabus for a summary of how this course meets or exceeds requirements, and note that students must complete specific labs to achieve AP credit.
Assignments: To get to the assignment for a given day,
Please note that not all materials will be posted prior to the start of the course in September, since I am currently revising many of them, based on experiences over the last two years with our new format. Links for each set of assignments will generally be active at least one week in advance.
Chats: To get to the chat for the day, use the Scholars Online chat login (available from any page at www.scholarsonline.org).
The Procedures page and the Student Guide have guidelines suggesting how students might schedule completing all the tasks for each week's work. You should go over these suggestions and modify them to suit your student's learning style and outside commitments. Most Biology students are at least freshman or sophomores who have some self-discipline, but they still need help setting their goals and disciplining themselves to get work done in a timely fashion. You will have to decide how much help your student needs, but at the very least, you should meet with him once a week to go over the checklist and make sure that he is completing preparation reading and homework on time.
The Moodle gives the text assignments (which may assume online exercises), homework problems, web lectures, and lab topics for each chat session. Weblectures may refer students to other websites with interactive demonstrations. These take time but allow the student to experience and experiment with different concepts in a way no text medium can provide. Encourage the student to spend the extra time at these exercises, especially during the beginning of the course.
Students often run into problems with individual homework exercises, and since I do not collect homework for these (copying them into email is more an exercise in typing than fruitful study of biology), they may lack motivation to actually do the work involved. However, you should encourage your student to complete as many of the exercises as possible, especially during the early units, which establish basic applications of chemical concepts to biological situations. Students who are attempting AP credit should write out all the textbook exercises assigned (even if they do not actually have responsibility for posting their answers to the Moodle) and save these in a notebook as demonstration of completed work, if this becomes an issue.
Help your student identify the particular areas where he has difficulties. Does he have problems with remembering facts or what terms mean? Then drill work is probably in order; making flash cards or using a flash card program like the ones at Quizlet may help with this aspect of study. Much of the study of biology involves learning the names of things, and sometimes this just takes a lot of memorization work.
All assigned exercises either have answers listed in the back of the book or will have the answers posted on the Moodle forums, so the student will know when he has succeeded. Check periodically to make sure that the work is being done in time for class and verify that work assigned for posting is posted prior to the start of each class session. After class, these postings (and any annotations mycroft makes, in case the student gets the problem wrong) will provide completely-worked answers for all assigned problems, so you can go over the work with your student.
Encourage your student to make notes while reading or attempting homework of any issues or conceptual "fuzziness" that arises, particular when working through diagrams or experimental data presented in the text. He should bring these issues to chat so we can help figure out where he runs into difficulty. Some students have trouble with verbal descriptions, others with interpreting graphs, and others with seeing trends in numerical data. Have him ask questions! we can use different approaches to demonstrating the concepts once we understand each student's background and learning styles better.
My experience has been that students regularly review all the textbook exercises, drill themselves on the multiple choice questions in the text, and take the online Moodle quizzes have little to fear from the ACT or SAT II subject examinations and do very well. Those who work the AP examples we cover in class also do very well on the AP exams.
I often post optional website readings; I may request students to view other web resources as well. While I check the sites to determine their suitability for Scholars Online students prior to posting my web pages, I do not follow all the links from every outside site, nor can I guarantee that such a site will remain unchanged between the time I select it and the time that you view it. If you have questions about the suitability of these sites, I encourage you to check them before letting your student view them, and to let me know if you have concerns about specific sites.
Most work is uploaded or entered into the Moodle. Please note when uploading assignments to the Moodle:
Class sessions: Our class sessions are discussion sessions. I try to present all lecture material ahead of time on my web pages, so that we can use the chat periods for student input and homework review. As a result, chats can seem somewhat chaotic, and "start and stop" as students try to type in their questions, answers, and comments. To make chats as useful as possible, students should follow these guidelines:
In order for you to keep track of whether your student is completing the work, you might want to set up your own checklist:
Students are assinged a specific essay for each chat session. They are expected to complete their own essay and review the topics addressed by other students. Their essays should answer the quesiton completely — which usually requires more than a single sentence. It involves careful thinking and support of the claims of the answer with examples. [Careful justificaiton of answers is particular important for students taking the AP exam.] Each chat session has an accompanying Moodle forum or bulletin board link on the Moodle Biology homepage where students post their answers and other students can review them.
Moodle quizzes are open during the week following completion of the unit they cover, then closed except for a brief grace period prior to the semester exam. During the grace period, students may make up a missed quiz or retake an earlier quiz for a maximum of two attempts; high score counts. Encourage your student to take the quiz during the period following completion of a chapter to identify areas that will need review before the exam, then use the grace period to identify any remaining issues prior to our final review session. Students are able to review answers for each Moodle online quiz once they submit it. My questions may differe somewhat from the study guide terminology to give the students some experience with typical SAT and AP types of questions. If either you or they are still confused about the answers, please e-mail me.
You should refer to this guide, to the FAQs page, and to the Procedures page frequently. These pages contain material that was developed in answer to questions other parents have asked me, so many of your questions may be answered already in one of these pages.
E-mail: You should feel free to e-mail me with specific questions at any time, and especially with corrections to the web materials (misspellings, missing links, possible quiz key errors).
It should go without saying that you also have set the appropriate spam filter designations set so that your student can receive email directly from your teachers and the scholarsonline.org domain, which the Moodle uses for public and class messages, but every year we have frustrated parents who don't get our answers to their questions, although we have responded, often multiple times, because our emails wind up in junk mail buckets.
Here are a couple of other guidelines for e-mail:
© 2017, 2018 This course is offered through Scholars Online, a non-profit organization supporting classical Christian education through online courses. Permission to copy course content (lessons and labs) for personal study is granted to students currently or formerly enrolled in the course through Scholars Online. Reproduction for any other purpose, without the express written consent of the author, is prohibited.