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Active learning strategies for the undergraduate science classroom Damon Chaky LDEO of Columbia University Goldschmidt ‘05 Teaching Geochemistry Workshop 18—20 May, 2005 Active Learning Students apply their skills during classtime Students can learn from other students Instructor learns of stumbling blocks before it’s too late Workshop-like experience EVERYONE participates Small groups are less intimidating forums for discussion General Applications Discussion of complicated figures Discussion of real data/experiments Critical discussion of primary literature Introduction of new concepts Some Specific Strategies “Think / Pair / Share” discussion Case study / Interrupted case study 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 Several groups tackle separate aspects of large project Problem-based learning Stepwise exploration of experimental design and data Divide and conquer (“Jigsaw Learning”) Pose a question (figure, concept, data…) Students discuss in small groups – two heads are better than one Instructor synthesizes group responses 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 “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 “Think / Pair / Share” Example: Complicated Figure “Think / Pair / Share” Example: Complicated Figure Interrupted Case Study Example: Geochemical Tracers at K-T Boundary Handout-driven discussion of short research article (e.g. Science Brevia) 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_InterruptedCa seStudy.pdf) “Jigsaw Learning” Example: Flores Man “Jigsaw Learning” Example: Flores Man Handout-based directed reading of two Nature articles Morwood et al., Nature 431:1087-1091. October, 2004. Brown et al., Nature 431:1055-1061. October, 2004. Archaeology Description Age 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 Summary Active learning is easy to incorporate, esp. in smaller classes Classroom setting allows the instructor to identify problem areas/concepts Almost any question could become a “pair and share” question Two heads are better than one for learning new material 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