Effective Teaching in the Field Dave Mogk Montana State University

"The field is where the truth resides; it is the essential core of geology. Models are essential figments of the imagination which must be tested by observation. Those who do no field work and do not gather data will never understand geology" (John Dewey, quoted in Butler, 2008). Photo credit: Darrell Henry

What was your most memorable class field experience? And Why?

How can we justify field experiences considering: cost, time, liability….What are the benefits?

Some Considerations Physical scale is large compared to the learner; an internal point of view Emphasis on historical and interpretative traditions of geology Open, heterogeneous, ambiguous, complex setting Students must determine what is relevant, what to exclude

Affective domain Employs all the senses Facts such as motivation, attitudes, emotions, values; Sense of awe, wonder, curiosity; BUT also fear, anxiety…. Strong connection between affective and cognitive domains; Novelty space: geographic, geologic, personal comfort and safety. Strong memories; Strong affiliative ties

Physical Movement in Nature: Embodiment Interactions with the world around us builds models to enhance memory Embodiment imparts knowledge of how to interact with thenatural world Knowledge of scale, perspective, spatial relations stored in long-term memory Social environment: gesturing, “community of practice”

From Nature to Culture: Inscriptions In the field students encounter raw Nature, not distilled products The First Inscription transforms nature into portable, permanent, communal records. Students must make informed decisions about what is important

Metacognition in the Field Students must be self-monitoring and self-regulating in their activities Must be able to modify plans when new data or problems emerge

What learning goals do you have for your students in a field setting What learning goals do you have for your students in a field setting? (T-P-S)

Learning Goals Experiential learning Application of knowledge learned in class Skill development Affective domain Process of science; Habits of Mind? Problem-oriented: scientific or societal Spatial thinking; temporal thinking?

How will you know if the learning goals have been achieved?

Assessments of Learning in the Field Where we really need work! Formative assessments Keep students on track Observations, interviews, demonstrations, talk-throughs Reflective Exercises End of each field day, or project Technology GPS tracks reveal decision-making Scoring rubrics Maps, field notes, reports…

Planning and Logistics: Optimize your chances for success Do a dry run! Do your homework Provide a clear itinerary Contingency plans Safety First Access for all students

Be good stewards of our precious field sites Access issues are increasingly difficult Work with land owners, land managers; explain why the features at this site are important Act responsibly at special sites Preserve for future generations of students

http://nagt.org/nagt/field/index.html

What Next: Field Guide Collection http://serc.carleton.edu/research_education/mtroadlogs/index.html

What next: Adopt-a-Trail http://serc.carleton.edu/research_education/trail_guides/index.html