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Teaching Activities

These teaching activities have been contributed by faculty authors through a variety of NAGT-sponsored projects and across the spectrum of the Earth and Environmental Sciences. You can narrow the view by conducting a free text search below or by choosing from the search facets at the right such as grade level or activity type.


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Results 1 - 10 of 11 matches

Metacognitive Prompting Intervention - Science part of Cutting Edge:Metacognition:Activities
Erin Peters, George Mason University
The model is build on the ideas that students who observe a model, try the thinking task on their own with support, then try another similar thinking task with fading support, will develop self-regulation of the ...

Exam #1 part of Cutting Edge:Metacognition:Activities
Perry Samson, University of Michigan-Ann Arbor
The first exam in a class holds an opportunity for metacognitive teaching. At this point the student is open to hearing your message, especially if their outcome is less than they had hoped. This example walks through some strategies for implementing metacognitive teaching wrapped around the first exam.

Challenging Pre-Conceptions part of Cutting Edge:Metacognition:Activities
Perry Samson, University of Michigan-Ann Arbor
Students carry into class pre-conceptions based on stories they've heard, articles they've read and experiences they've had. One of the best opportunities to teach metacognition is at a 'gotcha' moment when they come to realize their pre-conception is amiss.

Peer Instruction part of Cutting Edge:Develop Program-Wide Abilities:Metacognition:Activities
Perry Samson, University of Michigan-Ann Arbor
Peer instruction may offer some of the richest opportunities for metacognitive teaching. Reciprocal (peer) teaching forces the instructor to use a whole series of metacognitive processes such as determining what ...

What Do You Know Now? part of Cutting Edge:Develop Program-Wide Abilities:Metacognition:Activities
Perry Samson, University of Michigan-Ann Arbor
An opportunity to offer metacognitive teaching arises from the simple question "what do you know now that you didn't before (whatever)"? This simple question can be asked after a reading, a lecture, a lab or other unit of student activity. The thrust is to force the student to consider what they've been exposed to and reflect on what they've learned. Did the activity change their opinion? Did this activity help them identify an analogy?

Writing to Support the Theory of Plate Tectonics part of Earth Exploration Toolbook:Writing to Support the Theory of Plate Tectonics
DATA: Topography, EQs, volcanoes, seafloor ages. TOOL: Browser, Learning with Data CD-ROM. SUMMARY: Examine and interpret images to write a paper supporting the Theory of Plate Tectonics.

Science as Storytelling for Teaching the Nature of Science part of Teacher Preparation:Resource Collections:Activities
Barry Bickmore, Brigham Young University
"Science as Storytelling" is a program designed to help students in introductory science courses confront and replace misconceptions about the nature of science, and become more willing and able to address science-religion conflicts.

Investigative Case - Living in an Alkaline Environment part of Starting Point-Teaching Entry Level Geoscience:Investigative Case Based Learning:Examples
Developed by Monica Bruckner, Montana State University, based on the Living in an Alkaline Environment Activity by Sarah Bordenstein, Marine Biological Laboratory.
Living in an Alkaline Environment is a three-part interactive activity that explores the ecology and diversity of life in alkaline environments.

Rock and mineral laboratory exercises in large auditorium classes part of Teaching Materials Collection
Alfred Pekarek
These exercises provide an opportunity for students in large auditorium classes with "hands on" examination of typical rocks and minerals and their properties.

Westward Ho! How Far is Yonder Mountain part of Quantitative Skills:Activity Collection
Len Vacher, Dept of Geology, University of South Florida
PowerPoint module leading students through development of a spreadsheet to calculate the distance of a mountain peak from coplanar vertical angles shot from two points a known distance apart.

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