1. How do you get students to read the chapter prior to lecture? How do you get students to read the chapter prior to lecture? Geology Earth Science Jack Pierce Student Engagement Jack Pierce Student Engagement

2. Reading strategies that promote student comprehension The chapter review (CR) worksheet Advantages / disadvantages of the CR Student comments Make your own CR – You will need a textbook Reading strategies that promote student comprehension The chapter review (CR) worksheet Advantages / disadvantages of the CR Student comments Make your own CR – You will need a textbook Workshop Topics:

3. Reading Strategies that Promote Comprehension Have you ever read a chapter and asked, “What did I just read”? Students survey the chapter before reading the text Review diagrams and graphs – What is the picture saying? Review diagrams and graphs – What is the picture saying? a picture is worth a 1000 words a picture is worth a 1000 words Review main headings to each paragraph Review main headings to each paragraph Observe vocabulary word list – typically at the end of the chapter Observe vocabulary word list – typically at the end of the chapter Students ask questions before reading the text What would I like to know about………? What would I like to know about………? Before reading each heading, write two questions that can be Before reading each heading, write two questions that can be answered about the heading topic. answered about the heading topic. How does my experiences in this topic relate to the chapter How does my experiences in this topic relate to the chapter topic? topic?

4. The Chapter Review (CR) worksheet The purpose of the CR is to motivate students to read chapter material prior to lecture on the topic. CR’s are due before the lecture. CR’s are due before the lecture. Students turn in CR’s at the beginning of each lecture. Students turn in CR’s at the beginning of each lecture. In most cases, students have several weeks to complete In most cases, students have several weeks to complete CR’s before the lecture topic. CR’s before the lecture topic. CR’s are graded with a low weighted overall grade CR’s are graded with a low weighted overall grade percentage. percentage. CR’s count towards overall grade, but perfect CR percentages CR’s count towards overall grade, but perfect CR percentages do not enable a passing grade. do not enable a passing grade. Completion / non-completion of CR’s will influence overall grade. Completion / non-completion of CR’s will influence overall grade. I do not accept late CR’s. I do not accept late CR’s. Accepting late CR’s defeats the purpose. Accepting late CR’s defeats the purpose. ABSOULUTELY NO cut and paste internet diagrams – all ABSOULUTELY NO cut and paste internet diagrams – all diagrams are hand drawn. diagrams are hand drawn.

5. The Chapter Review (CR) worksheet What’s in a CR? Sample CR from Earth Science lecture class. Before reading the chapter, write down what you know about plate Before reading the chapter, write down what you know about plate tectonics from prior experiences. tectonics from prior experiences. Write down 3 questions of your own that you want to know about plate Write down 3 questions of your own that you want to know about plate tectonics. tectonics. Look through the chapter and find at least 5 figures that capture your Look through the chapter and find at least 5 figures that capture your interest and briefly describe each figure – in your own words. interest and briefly describe each figure – in your own words. Write a question (before you read the paragraph) about each heading. Write a question (before you read the paragraph) about each heading. Chapter Content Chapter content questions can be your own – what you feel is Chapter content questions can be your own – what you feel is important. important. Questions can be taken from chapter review sections or Questions can be taken from chapter review sections or checking understanding type questions within the chapter. checking understanding type questions within the chapter.

6. Advantages of the CR for both Instructor and Student ( at least from my experiences) The majority of students are prepared for lecture. The majority of students are prepared for lecture. Students have a better understanding of lecture vocabulary. Students have a better understanding of lecture vocabulary. Instructor can move “smoothly” through lecture content. Instructor can move “smoothly” through lecture content. Typical questions from students represent higher levels within Bloom’s Typical questions from students represent higher levels within Bloom’s Taxonomy Taxonomy Students ask questions in the “application” and “assimilation” levels Students ask questions in the “application” and “assimilation” levels of Blooms. of Blooms. Example: How does the rock cycle relate to plate tectonics? Example: How does the rock cycle relate to plate tectonics? Higher levels of student understanding --- when checking for Higher levels of student understanding --- when checking for understanding during lecture. understanding during lecture. Checking for understanding typically yields higher % of students Checking for understanding typically yields higher % of students engaged in the particular content ( I use the I>clicker) engaged in the particular content ( I use the I>clicker) Increase student participation during discussion periods Increase student participation during discussion periods Students have time to reflect on topic content Students have time to reflect on topic content discussions are related to prior experiences with the topic discussions are related to prior experiences with the topic Students contribute “applicable” opinions Students contribute “applicable” opinions

7. Disadvantages of the CR ( at least from my experiences) Grading CR’s with student populations of 100+ Grading CR’s with student populations of 100+ Each CR is checked for: Each CR is checked for: completion of chapter overview completion of chapter overview CR is complete CR is complete Check one question Check one question Students “misconception” of passing the class by completing CR’s Students “misconception” of passing the class by completing CR’s I did all the CR’s, how come I received a “D” grade? I did all the CR’s, how come I received a “D” grade? Student copying Student copying Some students try and “beat” the system --- they copy Some students try and “beat” the system --- they copy Soon find out copying is not tolerated --- Grade of zero Soon find out copying is not tolerated --- Grade of zero Students NOT understanding that more study effort is needed than Students NOT understanding that more study effort is needed than just completing the CR just completing the CR I completed all the CR’s yet I got a D on my exam. What’s up with that! I completed all the CR’s yet I got a D on my exam. What’s up with that!

8. Student Comments about CR’s Anonymous survey at the end of each semester Survey Question # 6 How helpful did you find completing the CR’s prior to lecture? (1= not helpful, 10 = extremely helpful) (1= not helpful, 10 = extremely helpful) Average score = 8.0Sample Population: 138 students Average score = 8.0Sample Population: 138 students Positive student feedback: Positive student feedback: “The CR’s “forced” me to keep up with my reading and subjects “The CR’s “forced” me to keep up with my reading and subjects we talked about in class.” we talked about in class.” I found the CR’s helpful when trying to understand the lecture I found the CR’s helpful when trying to understand the lecture Negative student feedback: Negative student feedback: The CR’s were busy work and not necessary. The CR’s were busy work and not necessary. Your questions were hard to answer and sometimes I could not find the Your questions were hard to answer and sometimes I could not find the answers in the book answers in the book

9. Develop Your Own CR For Your Class You will need a text book Develop Your Own CR For Your Class You will need a text book You might consider: having students implement our discussed reading strategies Using chapter questions or questions you think are important to the topic Keeping the CR one page You might consider: having students implement our discussed reading strategies Using chapter questions or questions you think are important to the topic Keeping the CR one page