Hi Paul, I am fairly new to TBL and am still learning, but I am happy to share what I have learned and used. I have been using TBL in my biology courses for the past 2 semesters. I also teach Biology for Non-Majors in our Evening Adult program at Southern Wesleyan University. This class is 5 4-hour sessions which covers all of Essential Biology (20 chapters). I am currently in the 'chemistry' section of a traditional Biology for Non-Majors course and have a couple of activities that I have used with my class. -Our first activity was to make a poster showing covalent, ionic, and hydrogen bonds. I wanted them to describe these bonds in a way that an elementary school student would understand. We then posted all of the posters, observed them, and talked about what we did and did not like. -Our last class period, I had my TAs build fatty acids, glycerol, glucose, amino acids, and water with molecular models. Each team worked as a member of the FDA to tell me if a fat-free cake mix could yield the monomers in front of them. This activity required them to identify each molecular model and determine which monomers were part of a lipid. We then had class discussion after teams revealed their 'decision'. Another tip I received from a wise instructor was to use 'muddiest-point' papers. The students take a minute at the end of class to write the 1 thing they are most confused about. It is great information for me to know what I can help them with - either by posting information online or by addressing it during our next class period. I hope this information is helpful to you. If you have a great idea of what to use in your class, I woud love to know about it. Good luck! Staci N. Johnson Adjunct Professor of Biology Southern Wesleyan University Phone - 644-5218 [log in to unmask] Office - Brower 123