Starting Point: Teaching Entry Level Geoscience Cathy Manduca, SERC, Carleton College Laura Guertin, Penn State Delaware Co Heather Macdonald, College of William and Mary Rebecca Teed, SERC, Carleton College

Starting Point Linking information on teaching methods with geoscience examples Teaching materials with the help you need to use them well serc.carleton.edu/introgeo

Interactive Lectures and Electronic Student Response What? Think-pair- share ConcepTests Longer Activities

Interactive Lectures: How To Lecture Segments Interactive Segments Structuring Class Collecting Feedback

Lecture Segments Practical suggestions Tips from other faculty Content Organization Interactions with Students Preparations Personality Other Issues “Let your own personality show through, but don't invent a personality that is not you. Loud, quiet; funny, serious; whatever is you let it show. “ “ Make it a story with a plot and characters and actions and conclusions... even if it is about molecules or rocks or equations.”

Interactive Segments Observe and interpret geoscience features Interpretation of graphs Brainstorming Predictions of demonstrations Making calculations and estimations Tying ideas together Applying what has just been learned Solving a problem

Structuring Class Start with a Question Step and Repeat Book-Ends The class starts with a 5-minute think-pair-share activity: "Summarize the main points of the reading assigned for this class." Every class, it's the same topic. Lecture for about minutes, then ask a ConcepTest question to determine if they understand the topic and can apply the ideas in it to simple problems. Evaluate the responses. If the concept was adequately mastered by the class, repeat the process with a new topic. For the last fifteen minutes of class, spend the first ten answering questions from students from last class. The last three minutes are for a think-pair-share activity to be turned in on an index card: "What are two questions that you still have on today's topic?"

Collecting Feedback Multiple Choice Written Listen to Discussion How to Respond If multiple-choice answers are evenly divided, many or most students may not understand the question or may be guessing. You will need to decide how to address the issue. You could give a different explanation or could use student responses, careful questioning, and discussion to resolve the issue.

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