Workshop Program

Thursday, September 7th

1:00 pm Welcome and Icebreaker

What are Earth-related societal issues faced in this region?

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Earth Related Societal Issues brainstorming

Provenance: Rachel Teasdale, California State University-Chico
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

1:15 pm Course Design Considerations Warm-up

Think-Pair-Share Activity on a "significant learning" experience

1:30 pm Backward Design and Learning Outcomes

• Introductory slides (PowerPoint 2007 (.pptx) 4.7MB May31 19)
• Example syllabi - reflect on how course-scale goals and learning outcomes are incorporated
  • Anne's syllabus for Earth Science Inquiry (Microsoft Word 2007 (.docx) 164kB Aug31 17), a course for future elementary teachers
  • Rachel's syllabus for Physical Geology (Microsoft Word 2007 (.docx) 37kB Aug31 17), an introductory General Education Course
• Reflect on pre-readings from InTeGrate about strategies
  • Share out in table groups about what you read
  • Connect to course-level goals
• Consider your own course-scale goals and/or learning outcomes, begin work on action plan
• Designing measurable learning goals is a short, interactive resource that supports the InTeGrate webinar about learning goals and alignment

Show Checklist and additional resources for writing learning outcomes

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2:45 pm Break

3:00 pm Share out learning outcomes

3:30 pm Aligning assessments with learning outcomes

• Slides on aligning assessments with learning outcomes (PowerPoint 2007 (.pptx) 6.2MB Sep7 17)
• Using a variety of assessments (Microsoft Word 2007 (.docx) 194kB Oct22 15)
• Strategies for large lecture courses
• Why Active Learning? See Freeman et al., 2014 (Acrobat (PDF) 3.4MB Sep8 17) "Active learning increases student performance in science, engineering, and mathematics" in PNAS. (Or a shorter summary of the Freeman 2014 article by Carl Wieman (Acrobat (PDF) 607kB Sep8 17))

4:30 pm Reflection

• Add or revise course goals, learning outcomes, and assessments in action plan
• Roadcheck

5:00 pm Adjourn

Friday, September 7th

8:30 am Reflections on Day 1 and plan for Day 2

8:45 am Engaging in active learning

• Climate of Change: El Niño Case study
• Slides to go with El Niño activity (PowerPoint 2007 (.pptx) 1.9MB Jul21 17)
• Teaching methods from Pedagogy in Action
• Search for activities in Teach the Earth
• ABC-CBV: Activity Before Concept, Concept Before Vocabulary
• 

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  CSUSB El Nino activity 1

  Provenance: Rachel Teasdale, California State University-Chico
  Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
  
  
  

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  CSUSB El Nino activity 2

  Provenance: Rachel Teasdale, California State University-Chico
  Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
  
  
  

  ×

  CSUSB El Nino activity

  Provenance: Rachel Teasdale, California State University-Chico
  Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

10:15 am Break

10:30 am Walk-through of InTeGrate resources and structure (a slide with a list of modules is here (PowerPoint 2007 (.pptx) 44kB Sep8 17))

11:00 am Time to explore InTeGrate modules and courses, add to action plan

12:00 pm Lunch

1:00 pm Metacognition: What is it and how do I do it?

• Slides and Activity (PowerPoint 2007 (.pptx) 71kB Sep8 17)
  • Reflection on McConnell and van Der Hoeven Kraft, 2011 (Acrobat (PDF) PRIVATE FILE 84kB Sep8 17) paper
  • Two Learners descriptions (Microsoft Word 2007 (.docx) 19kB Sep7 17)

Show Resources for Student Learning

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• Student Learning: student learning is most effective when students are asked to connect content to their prior knowledge, when they are actively engaged in negotiating meaning of the content, are supported to be able to build toward more complex ideas (scaffolded) and are provided with opportunities to reflect on their learning experiences. How well did this lesson support these aspects of learning? Use examples from the lesson.
  • Ways to gather information about students prior understanding and meaningful ways to tap into what students already know prior to a final grade
  • More information on effective scaffolding
  • resources and details on concept mapping

Show Resources for Student Engagement

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• Engagement: Students are more likely to be engaged in the content when they are able to interact with their peers, in a safe and community-building environment, and when the content is relevant or authentic. How well did this lesson support these aspects of engagement? Use examples from the lesson.
  • Creating an engaging and community building classroom means tending to affect
  • Strategies for supporting students in the classroom

Show Resources for Student Motivation

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• Motivation: Students are more likely to be motivated to learn if they believe they can be successful at the task asked of them, believe they are supported if they encounter difficulties, and they value the content they are learning (does it relate to their own lives and/or interests). In addition, students also have social goals, when engaging in content, if they are also able to attend to those social goals, they are more likely to stay engaged and motivated to learn. How well did this lesson support these aspects of motivation? Use examples from the lesson.
  • Resources and Research on Motivation in the Classroom
  • Series of 5 short you-tube videos about student motivation and learning, great for your students and you by Steven Chew at Stamford University in Georgia

Show Resources for Metacognition

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• Metacognition: Students are more likely to learn deeply if they have the opportunity to reflect on their learning, both about how their understanding has changed, but also what aspects allowed their learning to occur and to identify areas that require more attention in order to more effectively understand the content. How well did this lesson support these aspects of metacognition? Use examples from the lesson.
  • Integrating Metacognition into your instruction
  • Teaching Metacognition
  • An example of specific strategies in a 2yc classroom

2:00 pm Work time on action plan, with a break as needed

• Work on design of activity or on incorporation of strategy across whole course (40 minutes)
• Check for alignment between activity and learning outcomes. Turn to your neighbor and review each others' activity-outcome alignment (10 minutes)
• Building on steps developed in previous units, compile an action plan that will support successful completion of workshop activities and implementation into a specific course, including resources for future work (20 minutes)

3:30 pm Other Resources & Strategies for Ongoing Improvement

• Small-group and full-group discussion about getting feedback from colleagues, students, and the community
• Get RTOPped!
• Being strategic about making big changes
• Become an NAGT member
• CSU system wide professional learning community with twice-monthly webinars
   
• CSU system wide funding for course redesign with technology (clickers!)
   
• CSU funding for affordable learning solutions (free/ low-cost course materials, free e-textbooks, etc.)
• Geoscience videos (made by geoscience educators for intro level courses with questions to measure student learning)

Show Additional resources for getting feedback

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Additional resources

Observation protocols

• COPUS (Classroom Observation Protocol for Undergraduate STEM) from Carl Weiman group - easy training, any colleague can get trained and help you out. Focuses on how instructors and students spend time in the classroom.
• RTOP (Reformed Teaching Observation Protocol); all of the items are shown here. This requires a bit more extensive training, but is still very accessible.

Alternative evaluations

• Small-group evaluations , as described by the Stanford Center for Teaching and Learning
• Stanford's New Course Evaluations
• IDEA Student Ratings of Instruction
• Pre- and post-assessments that measure student learning gains

4:30 pm Wrap-up and workshop evaluation

• Complete and Save Action Plan
• Complete Workshop Evaluation

5:00 pm Adjourn

Additional course design resources

• Course design tutorial from On the Cutting Edge
• Pedagogy in Action has information about and examples of many, many different kinds of teaching techniques
• On the Cutting Edge has lots of resources about designing courses around specific topics, subject areas, or strategies
• Teaching Introductory Geoscience has lots of resources and ideas that are more specifically focused on introductory courses, including teaching large courses and motivating students
• The Teaching Goals Inventory can help you "discover" the goals of your teaching
• Overview on Research on Teaching and Learning
• Resource written for students on learning how to learn by Karl Wirth, Macalester College and Dexter Perkins, University of North Dakota
• More on research-based strategies for your teaching from the Carl Wieman Institute