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Conceptual continuity – Feedbacks animation by P. Bartlein and J. Shinker

Teaching Large Classes: The Good, the Bad, and the Ugly J.J. Shinker, Department of Geography, University of Wyoming. Overload – Too much information. Conceptual continuity – Feedbacks animation by P. Bartlein and J. Shinker. Alienating audience – politcal jabs. The Good

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Conceptual continuity – Feedbacks animation by P. Bartlein and J. Shinker

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  1. Teaching Large Classes: The Good, the Bad, and the UglyJ.J. Shinker, Department of Geography, University of Wyoming Overload –Too much information Conceptual continuity – Feedbacksanimation by P. Bartlein and J. Shinker Alienating audience – politcal jabs

  2. The Good • “What is your conceptual continuity?”–Frank Zappa • Topic/theme that you can weave many examples around throughout the duration of the course. e.g. Feedback loops • Context • Framing topic to allow comparisons e.g. Past sea-level rise vs. future sea-level rise • Intellectual investment • Provide time in class for students to discusse.g. In class break-out groups

  3. The Bad Too much information in lecture or throughout course Possible solutions: -Identify 4-7 major concepts, issues, topics for whole course; -Build class discussion time into lecture period (this forces me to reduce information in lectures).

  4. Example: Break-out groups Retreat of the Laurentide Ice Sheet In groups of 2-4 people discuss: 1) Changes that occur in the coastlines; and 2) The implications for future sea-level rise. Animation by Bartlein and Shinker

  5. The Ugly Alienating the audience Possible solutions: -Provide tangible local examples of change to relate to larger scale; -Trade doom and gloom for actionable steps (see Union of Concerned Scientists Ten Personal Solutions for reducing emissions.

  6. Relating local to global Paired photos from Glacier NP Projected sea-level rise in Florida

  7. Teaching Large Classes: The Good, the Bad, and the UglyJ.J. Shinker, Department of Geography, University of Wyoming Overload –Too much information Conceptual continuity – Feedbacksanimation by P. Bartlein and J. Shinker Alienating audience – politcal jabs

  8. In groups of 2-3 people come up with your own example from one or more of the categories below. • “What is your conceptual continuity?” • Topic/theme that you can weave many examples around throughout the duration of the course. • 2. Reducing overload • Limiting information presented in class. • Avoiding alienating audience

  9. Additional Resources: Bligh, Donald A.   2000.  What's the Use of Lectures?  San Francisco: Jossey-Bass.   Fink, L. Dee.  2003.  Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses.  San Francisco: Jossey-Bass. L. Dee Fink, A Self-directed Guide to Designing Courses for Significant Learning, http://www.ou.edu/idp/significant/selfdirected1.pdf McKeachie, Wilbert J. and Marilla Svinicki. 2005. McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 12th ed. Boston: Houghton Mifflin Co.  

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