1. Effective Teaching in the Field
Dave Mogk Montana State University

2. "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

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

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

5. 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

6. 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

7. 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”

8. 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

9. 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

10. 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)

11. 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?

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

13. 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…

14. 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

15. 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

18. What Next: Field Guide Collection

19. What next: Adopt-a-Trail