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Innovative approaches to teaching in a large lecture classroom

http://blog.nj.com/njv_guest_blog/2009/07/large_lecture-hall.jpg. Innovative approaches to teaching in a large lecture classroom Rachel Teasdale, California State University, Chico. 120-150 non-science majors GE Intro to Physical Geology “lecture” section (with labs taught by TA)

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Innovative approaches to teaching in a large lecture classroom

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  1. http://blog.nj.com/njv_guest_blog/2009/07/large_lecture-hall.jpghttp://blog.nj.com/njv_guest_blog/2009/07/large_lecture-hall.jpg Innovative approaches to teaching in a large lecture classroom Rachel Teasdale, California State University, Chico 120-150 non-science majors GE Intro to Physical Geology “lecture” section (with labs taught by TA) Large(ish) lecture hall VEPP:Tuesday 8:30 - 9:00 AM

  2. 23 24 25 26 27 28 22 16 17 18 19 20 21 15 8 9 10 11 12 13 14 1 2 3 4 5 6 7 WHITE BOARD/SCREEN Can we do interactive activities with a big group? How? Turn them into a bunch of small groups Front Bench Questions to/from me  questions for pods to address & report back

  3. Pod Activities – My Teaching Goals • Goal: One interactive activity each class period Reality: Pretty much, but not all are clever:

  4. Pod Activities – My Teaching Goals • Goal: One interactive activity each class period Daily: Questions embedded in lecture for students to answer individually and with pod members = ConcepTest Example: Where is the best place to build your dream home? a) b) WHY??? c b a Give the name of the river structures at locations a, b, c “Think – Pair – Share” format

  5. Pod Activities- My Teaching Goals • Goal: One interactive activity each class period • Goal: Response/feedback from students each class Response Systems (clickers) • some people love them • not me. • - Expensive and no uniformity at Chico State • - Time consuming logistically (daily) • - Lost/forgotten clickers, etc. etc. etc.

  6. Pod Activities- My Teaching Goals • Goal: One interactive activity each class period • Goal: Response/feedback from students each class Response Systems (clickers) • some people love them • not me. • - Expensive and no uniformity at Chico State • - Time consuming logistically (daily) • - Lost/forgotten clickers My Response System- Foot stomping for multiple choice • audible for formative evaluation • nearly anonymous response • kinetic activity • students record responses (MC) on ¼ page scrap paper provided • participation recorded = participation grade • responses sometimes graded = participation grade

  7. Pod Activities- My Teaching Goals • Goal: One interactive activity each class period • Goal: Response/feedback from students each class • Goal: Incorporate local geology (place based learning) Reality: Map of 1) Northern California Day 1: Locate Chico, hometown, Important geologic features Add on (?) Writing assignment about Geologic feature near hometown For large classes: -staggered due dates -rubric for grading

  8. Pod Activities- My Teaching Goals • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) Reality: Map of 1) Northern California & 2) Western North America Coast Lines Accretionary Terrains Structural Geology (Basin & Range, SAF)

  9. c b a • Pod Activities- My Teaching Goals • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) Reality: Map of 1) Northern California (After answering MC question): IN YOUR PODS, Find location of Sacramento River on map of Northern California. Where are headwaters, where does it drain to? How does Sacramento River play into politics of northern California?

  10. Pod Activities- My Teaching Goals • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) e.g. Following lecture of global air circulation & currents, show maps of continents for students to predict long term weather trends & make connections to ecoregions

  11. Pod Activities- My Teaching Goals • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) Reality: Map of 1) Northern California and 2) Western North America After answering MC question, What circulation systems affect Northern California? How?

  12. 23 24 25 26 27 28 22 16 17 18 19 20 21 15 8 9 10 11 12 13 14 1 2 3 4 5 6 7 WHITE BOARD/SCREEN • Pod Activities • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) • Goal: Use of data and scientific collaboration and • Goal: Convey how science works Example: Tectonics Jigsaw Activity- Dale Sawyer (on SERC) My take on the activity: Each pod assumes the role of a specialist - seismic data - volcanology - topography/bathymetry - geochronology Discuss trends of data

  13. 23 24 25 26 27 28 22 16 17 18 19 20 21 15 8 9 10 11 12 13 14 1 2 3 4 5 6 7 WHITE BOARD/SCREEN • Pod Activities • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) • Goal: Use of data and scientific collaboration and • Goal: Convey how science works Example: Tectonics Jigsaw Activity- Dale Sawyer (on SERC) My take on the activity: Each pod assumes the role of a specialist - seismic data - volcanology - topography/bathymetry - geochronology Discuss trends of data Class reconfigures to one specialist per group, discusses data trends, how it can be explained (e.g., via plate tectonics)

  14. 23 24 25 26 27 28 22 16 17 18 19 20 21 15 8 9 10 11 12 13 14 1 2 3 4 5 6 7 WHITE BOARD/SCREEN • Pod Activities • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) • Goal: Use of data and scientific collaboration and • Goal: Convey how science works Example: Monday Morning Meeting Activity by Mike Poland, USGS With pods, each pod assumes the role of a specialist in: - tilt - GPS data - seismic data - gravity - Webcam Pods discuss their data Reconfigures to one specialist per group discuss data trends, what it collectively means, form interpretation 2007 Father’s Day event data interpretations can be compared with reality

  15. Pod Activities • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) • Goal: Use of data and scientific collaboration and • Goal: Convey how science works • Goal: Use of quantitative data Other ideas: Mauna Loa CO2 measurements from 2003-2009, plot date vs. CO2 for segments of data on pre-printed overheads that collectively stack to make full data set Example: Climate change indicators Each pod assumes the role of a specialist in: - ice core data - coastline indicators - CO2 concentrations - tree ring data - glacier lengths

  16. Pod Activities • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) • Goal: Use of data and scientific collaboration and • Goal: Convey how science works Think Pair Share Example: Climate change indicators Each pod assumes the role of a specialist in: - ice core data - coastline indicators - CO2 concentrations - tree ring data - glacier lengths

  17. Pod Activities • Goal: One interactive activity each class period • Goal: Written response/feedback from students each class • Goal: Incorporate local geology (place based learning) • Goal: Use of data and scientific collaboration and • Goal: Convey how science works • Goal: Use of quantitative data After calculating that with 100% glacial melt = 79.78 m (= 261.7 ft) SL rise 10% glacial melt = 7.9 m (= 25.9 ft)

  18. 23 24 25 26 27 28 22 16 17 18 19 20 21 15 8 9 10 11 12 13 14 1 2 3 4 5 6 7 WHITE BOARD/SCREEN Gallery Walk for small groups: Modified Gallery Walk: Activity: e.g. ID cleavage on minerals: Calcite, Halite, Quartz, Pyroxene, Amphibole Students look at minerals, provide answers, put answers in envelope, pass envelope to next group, last group compiles all answers

  19. Other Activities I don’t personally use Geologic Timescale (or other linear feature- earth’s layers, solar system distances etc) around the classroom, students identify locations of significant events/locations Isotope Decay & Half-Lives- each student flips a coin, head’s sit down (daughters) each time to see parent decay

  20. Formal Assessment- exams and in class/hw assignments Exams: Same format as class activities multiple choice questions + short answer questions both practiced during class, individually & with pod 1st day of exam is MC + short answer worth ¾ or 2/3 of exam score taken as individuals 2nd day of exam is option, in pods MC only worth ¼ or 1/3 of exam score Results 2nd day of exam scores = avg score increases by ~7 points Max scores go up 1-2 points, or go down as much as 4 points!

  21. Formal Assessment- exams and in class/hw assignments Exams: Same format as class activities Other Exam Formats- 2nd day entire exam in pods (MC + short answer) essays take home scratch off

  22. Other Assessment Techniques: • Pod presentations: pod members turn in outline with individual responsibilities for grading • Term notebook evaluation with all activities & reflections from whole semester or specified time period • Written assignments (staggered due dates?) • Exam reviews they prepare (with exam questions that may appear on exam)

  23. Assessment Tools (from: http://serc.carleton.edu/NAGTWorkshops/assess/types.html) • Concept Maps - http://serc.carleton.edu/introgeo/assessment/conceptmaps.html • A diagramming technique visual representations of linkages/connections between a major concept and other knowledge students have learned http://serc.carleton.edu/images/NAGTWorkshops/assess/earth_as_a_syst.jpg

  24. Concept Map: Earth as a System http://serc.carleton.edu/images/NAGTWorkshops/assess/earth_as_a_syst.jpg

  25. Gravity Monitoring Social impacts Deformation Volcanoes GPS Gas Tectonic environments types • Assessment Tools (from: http://serc.carleton.edu/NAGTWorkshops/assess/types.html) • Concept Maps - http://serc.carleton.edu/introgeo/assessment/conceptmaps.html • A diagramming technique visual representations of linkages/connections between a major concept and other knowledge students have learned • Example: • Concept Map of characterizing activity of volcanoes- group work- pods generate a concept map as a preliminary activity • Individuals use concept map as exam review, collected day of exam.

  26. 23 24 25 26 27 28 22 16 17 18 19 20 21 15 8 9 10 11 12 13 14 1 2 3 4 5 6 7 WHITE BOARD/SCREEN Other ideas from you!

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