Active learning strategies for the undergraduate science classroom

1. Active learning strategies for the undergraduate science classroom Damon Chaky LDEO of Columbia University Goldschmidt ‘05 Teaching Geochemistry Workshop 18—20 May, 2005

2. Active Learning • Students apply their skills during classtime • Instructor learns of stumbling blocks before it’s too late • Students can learn from other students • Workshop-like experience • EVERYONE participates • Small groups are less intimidating forums for discussion

3. General Applications • Discussion of complicated figures • Discussion of real data/experiments • Critical discussion of primary literature • Introduction of new concepts

4. Some Specific Strategies • “Think / Pair / Share” discussion • Pose a question (figure, concept, data…) • Students discuss in small groups – two heads are better than one • Instructor synthesizes group responses • Case study / Interrupted case study • Stepwise exploration of experimental design and data • Divide and conquer (“Jigsaw Learning”) • Several groups tackle separate aspects of large project • Problem-based learning • Short homework/exam-like problems in a group setting • Students learn what is expected of them in an exam • Instructor can identify difficulties early • Debate • Data interpretation • Labs / Fieldwork / Data collection • Exam review / Class recap • Have groups come up with a list of important topics / themes / problematic material as a summary of class or as preparation for an exam

5. “Think / Pair / Share” Example: Workshop Approach What DOES work in your classroom? What DOESN’T work? What are the assumptions behind this data? What are the implications? How could the data presentation be improved? Compile answers on the board, synthesize concepts

6. “Think / Pair / Share” Example: Complicated Figure

7. “Think / Pair / Share” Example: Complicated Figure

8. Handout-driven discussion of short research article (e.g. ScienceBrevia) Allow students to design experiment and predict data Discussion of all parts of an experiment Reveal the real data/approach at the end of each step (See PDF file: Chaky_InterruptedCaseStudy.pdf) Interrupted Case Study Example:Geochemical Tracers at K-T Boundary

9. “Jigsaw Learning” Example: Flores Man

10. “Jigsaw Learning” Example: Flores Man • Handout-based directed reading of two Nature articles • Morwood et al., Nature 431:1087-1091. October, 2004. • Archaeology • Description • Age • Brown et al., Nature 431:1055-1061. October, 2004. • H. florenesius as a member of Homo • H. florenesius compared to other hominid species • Theories for small stature • Each group tackles a specific section of the paper • Groups provide a summary of their findings for the rest of the class • Instructor fills in gaps

11. Summary • Active learning is easy to incorporate, esp. in smaller classes • Almost any question could become a “pair and share” question • Two heads are better than one for learning new material • Classroom setting allows the instructor to identify problem areas/concepts • Can tailor a more effective learning experience • Students come to class expecting to be challenged • Lots of resources: • http://serc.carleton.edu/NAGTWorkshops/geochemistry/ • University teaching centers • Case Study Center at SUNY Buffalo • Journal of College Science Teaching • Journal of Geoscience Education