Depth and Breadth: Moving Students beyond Basic Coverage

Depth and Breadth: Moving Students beyond Basic Coverage

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  DEPTH AND BREADTHMovingStudents Beyond Basic CoverageChristine Salmon, PhDRhonda D. Blackburn, PhDThe University of Texas at Dallas
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  What we’ll dotodayIntroduce ourselvesClassroom observations
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  Introductions
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  Ask your neighborWhatis it you really want your students to “get” out of your class?
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  Ask your neighborWhatis it you really want your students to “get” out of your class?That they will remember in 5 years?
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  Classroom Observations12 classesChemistry,Physics (300+ students)Government (150+)Calculus, Math (50+)Literature (25+)Physics Education (10)Criminology (25+)
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  What we observedTellus what you think we saw.
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  What we observedLecture-based(75+ class time)Disengaged instructorsReading lectureBack to classDisengaged studentsLateFacebooking, gaming, emailing, shopping, sleeping
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  The ExceptionsSmall classSmallgroup workEnergized instructors
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  The “Real” QuestionWhatkind of learning do you want to happen in your courses?
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  The “Real” QuestionWhatkind of learning do you want to happen in your courses?Surface learningDeep learning
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  What do wesaySURFACE LEARNINGDEEP LEARNING
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  Which Classroom ActivitiesEngagethe instructorEngage the students
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  L. Dee Fink Creating Significant Learning: An Integrated Approach to Designing College Courseshttp://www.deefinkandassociates.com/resources.htmlSee especially the 37-page “Self-Directed Guide for Designing Courses for Significant Learning.”
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  Bloom’s Taxonomy -Revised
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  AssessmentExam – chapters1-5 – multiple choice, TFAdd an essayStudy questions, homework problemsWrite a research paperWrite a “white paper”Project – develop a budget for a fictional companyProject – develop a budget for a local charity
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  AssessmentForward-looking AssessmentIs realistic
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  Requires judgment andinnovation
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  Asks student todo the subject
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  Replicates, simulates workplace,life contexts
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  Assesses student abilityto use knowledge, skill effectively, efficiently to do complex taskHolistic Active LearningExperienceDoing, ObservingActual, SimulatedRich Learning ExperiencesInformation & IdeasPrimary & Secondary SourcesAccessing them in class, out of class, onlineReflective DialogueMinute Papers, Learning Portfolios, JournalingAbout the Subject and/or Learning Process
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  ExampleChild Development CourseClickersIn-classactivitiesTimelineJournalsInterview
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  ExampleSCALE-UP modelFocus shiftsfrom instructor to students
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  Students work collaborativelywith each other
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  Students see selvesas sources of knowledge
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  Student-centered
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  Active Learning
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  Environment
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  Active problem solvers,contributors
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  Curriculum focuses onproblem-solving
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  Problems are contextual
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  No separate lecture/lab
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  Studio classrooms
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  Collaborative space
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  Public presentationsSCALE-UPSchedule, intro of class session, lesson
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  Reading assignment
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  Advance organizer
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  Individual / groupquiz
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  Tangible / Ponderable
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  Lecture
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  Homework
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  Over reading /previous material
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  Online or paperor IF-AT forms
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  10-15 minute activities
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  Share results
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  Why is important
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  Minimal
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  Gives the “bigpicture”
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  Individual / group
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  AccountabilitySCALE-UPHands-on activities – short experiments
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  Generally requires observationand data collection
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  Use predict-observe-explain methodTangiblesPonderablesLabsProjects,etcMinds-on activities
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  Interesting questions toconsider
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  Longer, more open-endedexperiments
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  Problem-solving
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  Collaborative projects
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  Essays or investigationsof topics, questions that ariseContext Rich ProblemsChallenging enough that a single student cannot do it alone
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  Requires collaboration
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  Challenging
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  Structured
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  Relevant
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  Thinking
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  Structured so thatgroups can make decisions about how to proceed
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  More than oneway to do it
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  Relate to reallife
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  Engages students
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  Cannot be solvedwith a “trick” or simple formula
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  Require critical thinkingskillsExampleIntroductory Geology courseOil has been discovered on land adjacent to the college campus. The president thinks there might be oil under college land as well. He wants to know the best place on campus to drill an oil well. Your class, being the most inexpensive way to determine this, has been asked to prepare a report.
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  GeologyWorking in teams,students measure strike and dip of rocks on campus using a Brunton compass.They recordthese measurements in a table on a handout (with map of campus) and then construct the appropriate strike and dip symbol for each of the rocks on their campus map.Each student is to interpret from the data, what type of geologic structure is represented by the campus rocks. From this interpretation, each student is to place a mark on their campus map where they judge the best place would be to drill a successful oil well.Groups must then come to agreement on the best site and prepare a report with their data summarized and a recommendation.
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  GeologySpecific activities
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  Questions?
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  Thank youChristine [email protected][email protected] - http://www.slideshare.net/csalmon