Telia develop only on the leaves and are not very noticeable until during spring rains when they look like orange jelly. The disease on Incense cedar is called broom rust because it causes a witches' broom. Symptoms are most obvious after flowering but before July. Green shoots and leaves also are attacked but not as frequently. Spots fade and darken as the fruit matures or falls off the tree. Bright-yellowish to orangish spots with numerous cup-shape pustules (aecia) develop over the fruit surface. Symptoms Pear fruit are malformed while young and drop from the tree. Some years 'Bartlett' can be severely affected but other pears show even greater symptoms under the same conditions. asiaticum occurs on Asian pears.) 'Winter Nelis' is severely affected while under the same conditions 'Bartlett' is less affected. Oriental and European cultivars are susceptible. The disease has been reported commonly from the Willamette Valley of Oregon, but outbreaks are economically significant to orchardists only every few years. The alternate host is the incense cedar ( Calocedrus decurrens). Similar spore stages on pear are produced on apple, crabapple, hawthorn, mountain ash, quince and serviceberry ( Amelanchier). The rust fungi in this genus alternate between a conifer and roseacous host. Pear ( Pyrus spp.) - Trellis Rust (European Pear Rust)Ĭause Gymnosporangium libocedri, a fungus. Follow these and more on Facebook, Twitter, and LinkedIn. Others may share and adapt under Creative Commons License CC BY-NC. Photo Credits: Khloe Alredge (Unsplash), adapted by Madeline Shea, OU graphic design major. Wren Mills (Ph.D.) is a professor for Distance Learning and English at Western Kentucky University. Save and adapt a Google Doc version of this teaching tip. References and ResourcesĢ49 Bloom’s taxonomy verbs for critical thinking. In an online course, PEAR questions should yield richer, more meaningful discussions on the discussion boards, in blogs, or however you choose to use them. These can be used as jump starters for traditional discussion or as part of a “silent discussion” where students are paired or put in small groups to exchange papers and respond to one another’s )(and subsequent) answers before coming back together as a class for a fuller discussion. In a face-to-face course, you can send your students home with PEAR questions to write out their answers and bring to class. Repeat as needed to refine the question.Analyze the results to determine if material was learned.This gives you a chance to hear how they think and gives them a chance to feel greater investment in the course (which leads to better course evaluations!). Don’t be shy about asking students how they would have refined the question once they’ve answered it. You may even want to repeat #3 and #4 a couple of times before moving to #5. Note here that if #3 does not gain you the answers or types of answers you’re not asking what you think you might be asking. Analyze the results and make modifications.If your department has graduate students or student workers, they can be your best hope for this ”test run,” as they are more likely to answer as your students will, unlike your colleagues. This step is often skipped, but this “peer review” or “piloting” often yields good feedback that can be used to more precisely shape the question. Administer the question to a small group of students or colleagues.Develop a question that assesses that knowledge using the PEAR approach. ![]() Good PEAR questions utilize action verbs that can be mapped to a skill level on Bloom’s taxonomy (see Resources for a good listing of such verbs), too, and are developed using a careful and deliberate process: R eflective - think about how it impacted them.E xperiential - related to their experience (feelings).P ersonal - having a personal connection. ![]() PEAR questions ask students to analyze the concepts in the readings and make connection between theory or practice and their personal lives and can have students experiment with the ideas in the readings, share what they would have done differently as a result of their reflections in light of their new knowledge, or argue the opposite of a classmate’s position. ![]() The PEAR approach responds to Kolb’s experiential learning style theory and helps students to better process and retain information via a four stage learning cycle (McLeod, 2013). The PEAR approach develops discussion questions that encourage critical thinking and more in-depth answers. When developing questions for students, we tend to ask the questions that we think will provoke the answer we want and hope that students will dig deeper.
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