1. DEPTH AND BREADTHMoving Students Beyond Basic Coverage Christine Salmon, PhD Rhonda D. Blackburn, PhD The University of Texas at Dallas

2. What we’ll do today Introduce ourselves Classroom observations

3. Introductions

4. Ask your neighbor What is it you really want your students to “get” out of your class?

5. Ask your neighbor What is it you really want your students to “get” out of your class? That they will remember in 5 years?

6. Classroom Observations 12 classes Chemistry, Physics (300+ students) Government (150+) Calculus, Math (50+) Literature (25+) Physics Education (10) Criminology (25+)

7. What we observed Tell us what you think we saw.

8. What we observed Lecture-based (75+ class time) Disengaged instructors Reading lecture Back to class Disengaged students Late Facebooking, gaming, emailing, shopping, sleeping

9. The Exceptions Small class Small group work Energized instructors

10. The “Real” Question What kind of learning do you want to happen in your courses?

11. The “Real” Question What kind of learning do you want to happen in your courses? Surface learning Deep learning

12. What do we say SURFACE LEARNING DEEP LEARNING

13. Which Classroom Activities Engage the instructor Engage the students

14. L. Dee Fink Creating Significant Learning: An Integrated Approach to Designing College Courses http://www.deefinkandassociates.com/resources.html See especially the 37-page “Self-Directed Guide for Designing Courses for Significant Learning.”

15. Bloom’s Taxonomy - Revised

16. Assessment Exam – chapters 1-5 – multiple choice, TF Add an essay Study questions, homework problems Write a research paper Write a “white paper” Project – develop a budget for a fictional company Project – develop a budget for a local charity

18. Requires judgment and innovation

19. Asks student to do the subject

20. Replicates, simulates workplace, life contexts

22. Example Child Development Course Clickers In-class activities Timeline Journals Interview

24. Students work collaboratively with each other

25. Students see selves as sources of knowledge

26. Student-centered

27. Active Learning

28. Environment

29. Active problem solvers, contributors

30. Curriculum focuses on problem-solving

31. Problems are contextual

32. No separate lecture/lab

33. Studio classrooms

34. Collaborative space

36. Reading assignment

37. Advance organizer

38. Individual / group quiz

39. Tangible / Ponderable

40. Lecture

41. Homework

42. Over reading / previous material

43. Online or paper or IF-AT forms

44. 10-15 minute activities

45. Share results

46. Why is important

47. Minimal

48. Gives the “big picture”

49. Individual / group

51. Generally requires observation and data collection

53. Interesting questions to consider

54. Longer, more open-ended experiments

55. Problem-solving

56. Collaborative projects

58. Requires collaboration

59. Challenging

60. Structured

61. Relevant

62. Thinking

63. Structured so that groups can make decisions about how to proceed

64. More than one way to do it

65. Relate to real life

66. Engages students

67. Cannot be solved with a “trick” or simple formula

69. Geology Working in teams, students measure strike and dip of rocks on campus using a Brunton compass. They recordthese measurements in a table on a handout (with map of campus) and then construct the appropriate strike and dip symbol for each of the rocks on their campus map. Each student is to interpret from the data, what type of geologic structure is represented by the campus rocks. From this interpretation, each student is to place a mark on their campus map where they judge the best place would be to drill a successful oil well. Groups must then come to agreement on the best site and prepare a report with their data summarized and a recommendation.

70. Geology Specific activities

71. Questions?

72. Thank you Christine Salmonchristine.salmon@gmail.com Rhonda Blackburnrblackburn91@gmail.com Handouts - http://www.slideshare.net/csalmon