TEACHING IDEAS CAROUSEL: FIRST WORKSHOP, JUNE 22-25, 1999

 

GREGG JOHNSON

1.        Jeopardy Review

2.        Debates

3.        Case Study Panel Disc.

4.        Trivia Contest

5.        Student led discussions

6.        Discussion quest. Based on video, articles

7.        Group exams

8.        Generate computer keys (web page generator)

TERESA DEGOLIER

1.   For introducing structure – function relationships (Intro Bio)

2.   Guided dissection of a preserved animal most students have not dissected (e.g. squid)

3.   Hypothesis function of both internal and external structures based on their anatomy.

4.   Describe how they would test that idea if the animal was alive.

5.   Share ideas

6.   Show actual names/function on large charts

7.   Draw  conclusions RE struct-F and function dependent-S

KAREN NEWELL AND PEGGY KNAPP

1.   Customize your browser home page to receive push stories on topic areas of your choice, i.e.: education, technology, environment.

2.   Ask students to find and engage a guest expert in a content area to be available for distance dialogue.  Small group – generate questions.  Use the dialogue to frame inquiry projects.

3.   Develop a series of learning stations on a topic so students can explore a variety of aspects of a theme e.g. -computer simulations
–cellular automatons
-Cantor dust
-Sierpinski gasket generation
-Koch snow flakes
-Toys using chaos
-Wrote diamante poetry
-E.K.G.machine
-Folding fractals
-Looking for patterns in environment
-Birthday probability

ANDY WEAVER

1.        Student presentation of lit.search – for sm. classes 35 or less 
-Post microbio lect…
-Research a disease causing bacteria.
-find graphic
-find his. – people
-find infections pathway
-find prevent and cure
-bioweapon caps
-list sources

2.        Lab inquiry – Students mass quail egg in the process of artificial incubation
-Data collection
-Math
-Diffusion/osmosis
-Cell division
-Avian development

STERLING STRATHE

1.        Land use role play

2.        Detective – guided relationships inquiry – soils, topography, vegetation

3.        Career Bingo

4.        Values clarification

5.        Groundwater direction

6.        Activity Example

-Students given parallax aerial photos & shown a specific location

-Ask what difference they see (vegetation difference evident)

-Go to the site – Ask them to be detectives and determine possible reasons for these differences. (soil type, moisture, temp., slope/aspect)

CHARLIE RADER

1.        Advanced GIS – application of GIS in problem solving

-data set provided, e.g. Kinni watershed

-students work in groups of ~3

-define a question that links w/thematic area of content, e.g. biology, landuse etc.

-revise question w/aid of instructor

-apply GIS techniques – “solve” problem

-failure is O.K. and very real

-final project – poster, paper and oral presentation

2.        Nothing new – all mapping courses

-heavily computer based

-grab a map – go outside look around

-describe/discuss idea of “Representation” what’s there…what’s missing.

3.        Daily floggings…

KERRY KEEN

Some things I’ve tried: that I think work well:

1.        Slide Observation Exercises

-Observation – “Data”

-Share with partner – “Pair-share”

-Introduce terms

-Inferences/Hypotheses

-Large group discussion

2.        Field Inquiry Exercise in Sediment Transport – local small stream, strengths and weaknesses (Indevelopment) Tried once.

3.        Students – large lecture – Geologic role playing activities

-Glacier

-Plate tectonics

-Waves

4.        Mini labs in large classes

5.        Daily assignments in large classes

-Students keep copy – that is used in group work, large group discussion, etc., to correct misconception/errors

-90% turned in +complete, -just OK

I’d like to know more about successes/challenges w/:

1.        Use of inquiry w/ computational/computer modeling exercised

2.        Student provided test questions

3.        Inquiry – tied to intro.text portions that will not be covered (adequately) in lecture

4.        Inquiry in large class settings

5.        Self-directed inquiry outside of class – “as assignments”

COLLETTE ADKINS-GIESE

1.        Student feedback – quick check on learning:

-notecards one side-main point of class, most important concept, back side-muddiest point or what still have questions on

-one minute free-write: respond to question, explain a concept, apply an idea

2.        Break up a lecture:

-think-pair-share (turn to your neighbor) brainstorm, answer question, develop questions

-vote with hands on multiple choice question that applies concept

        -turn to neighbor and convince of correct answer

        -revote

3.        Active learning for whole class period – role playing

-Wolf management roundtable

-I give websites to view to develop support for position

-Mediator needs to read piece on conflict resolution

 

BONNIE PLOGER

1.        Start multi-week project with concept map. In project proposal and final talk, students must ID a relationship from concept map that their project addresses.

2.        Use dyads to get students to brainstorm hypotheses to explain a phenomenon I’ve stated in lecture or generate list of ways an organism solves a problem (eg. Finding food).  Students then call out the info to me. I list it on board then use as basis for lecture.

3.        Phylogeny project

-Students dissect frog, turtle, pigeon, rat, and see demos on bat, human, snake lizard etc.

-fill in worksheets for each of 9 amniotes for 5 organ systems, 7 characters per organ system

-Each student group makes phylogenetic tree based on one organ system and makes poster

-1.5 hours – poster session (5 groups, 5 posters)

-1 hour – round table discussion to reach consensus and build one consensus tree

PATTY DREIER

1.        Bright ideas brainstorms for program development purposes

2.        Values voting

3.        Forced choices

4.        Moral dilemmas/convincing arguments fishbowls

5.        Puzzle problem-solving in classroom/training sessions

6.        International “Match” game to compare fauna between counties

7.        Letter to self – for mailing later

CLARKE GARRY

Bio 100 Multi-week, group-based lab activity

1.        Groups are formed (3 people) and instructions are given on how radio tracking of timber wolves is done in northern MN. (Lecture readings of supportive nature are assigned)

2.        Outside of class group visits Intern. Wolf Center database (Web site) to obtain 25-50 data points.

3.        Students plot data points on Superior N.F. map and generate three potential hypotheses that might be addressed with this type of data.

4.        Group pursues additional data after selecting an hypothesis of group interest.

5.        Group paper or poster session (traditional poster or Web page poster) focuses on the issue of using data to accept or reject hypothesis.

SWEE MAY TANG

1.        Multi-week inquiry labs peer-review

2.        Forums, mock hearing

3.        Debates

JAN HODDER

Jigsaw for content 

Eg.  Students need to be able to identify 24 species to conduct a field exercise.  Divide them into 4 groups, each member learns 6 species and then teaches these to the other 3 members during the course of the field exercise.

Long term monitoring and hypotheses generation

JIM PERRY

1.        Use of poster sessions in large classes

2.        Student-developed multi-media case studies

3.        Water Quality Almanac or Water Quality in Action as 10 min. slide show for perspective/reality/intro/context

4.        Parameter estimation:  Slide show of water resources on each, ask groups to estimate some water qual. Variable (e.g. No, P,…)

PAM DAVIS

Ideas to learn team effectiveness

1.        Early peer evaluations – followed up by later evaluation

-need to see improvement

-included in grade

2.        Individual exam, immediately followed by group exam; chance to improve grade

3.        Team papers; evaluate synthesis of all group parts