Love Kami for feedback on documents, such as grading assignments etc.
I tried Miro, not a fan.
Pleasantly surprised about Canva.
The others are new to me.

I currently use OneNote and Microsoft Whiteboard, though not collaboratively so far.

Yup. It is worth it. Especially now that you officially a 2-book author and people will start searching for you online.

A cohesive domain name makes it easier to standardize your online presence etc. Good time to do the same with email, if not already.

Lol. I will try to finish it faster. 🫠

I have an October deadline to start experimenting and implementing in the classroom, so that should help.

3 - What’s viable for one teacher will have evolved through a history of adaptive interactions with their subject, students, and school.

THIS squared! Great defense vs cookie cutter warriors. Plus it grants space to explore adaptations to YOUR class and students' needs.
Amen. Ase. Allelujah!

"Rather than linear cause-effect, in complex systems feedback loops are the norm, leading to unforeseeable outcomes."

I really hope systems thinking becomes an integral of teaching biology & general science. Because it would really help us suss out the snakeoil salesman of every stripe.

1 - ""...Today we realise that the rule “vary only one factor at a time” is appropriate only to certain special types of system, not valid universally...""

This was a new one for me. I still teach "one variable at a time" wrt experimental design. Now considering introducing this concept as well.

Book ordered and waiting. 10 more days...

It is taking me a bit longer to figure this one out as a stand alone diagram.

A point where I am stuck: does darkness increase the rate of conversion between pigments?

Still a great diagram. I definitely get the hourglass part.

Ahh ok.

So basically in succulents, the rate of photosynthesis could be slower, all other factors being equal?

Maybe why they tend to grow relatively more slowly?

(Was composing this days ago, but got pulled away).

Lots of feedback loops in this one.

Ahh two stock-and-flows interacting. 😊

The inverse relationship between non-grass species and the natality of grasses...is it due to non-grasses crowding out the grasses, or some other strategy?

Ok I see.

I like that it shows the connection between glucose and impact on chloroplasts density in the leaf etc.

Question though, what do you mean by distance of leaf?

Yes that is what I like about it.

When I use in my planning it really gives a framework that I can work in.

Plus many of the students I work with may never study Biology again so making it relevant to their everyday life helps a lot.

Right. 😊
Yeah I forgot to make the pipe.

I'm trying it on them today as I am circling back to osmosis with them. They're having issues applying the concept to experimental scenarios in exam questions.

But also each lesson is supposed to have Content, Context and Relevance.

Context would be the lesson's connection to the Big Idea of the Unit it is in.

Relevance refers to possible everyday-life connections. For example being able to check Aunty's blood pressure.

I still use it whenever I can.

If I may jump in.
Big Ideas / Concepts featured prominently is my postgraduate Diploma in Science Education.

It was placed at the level of teaching Unit. So it was more like the overall theme of several lessons.

Personally I use it a similar way now.

Ok I understand better.

The more I do the diagrams it really becomes obvious how pervasive feedback loops are in biological systems.

Another reason why looking at it as systems really makes sense!

Haven't used in class yet. But doing gaseous exchange next week so I'll be able to use it.