A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

Getting the Most of Introductory Courses Spring 2014 Workshop http://serc.carleton.edu/NAGTWorkshops/intro/virtual2014/program.html RACHEL TEASDALE, CSU, CHICO

Background:CSU, Chico- Northern California residential campus, with MS programsIntro Geology: - GE with a lab

- 100 + students, not science majors (most)- lab taught by TAs, separate from lecture- 2 lectures per week (50 min)

1. What is a “partially” flipped classroom?2. What is a flipped classroom?3. What is my “partially” flipped classroom?

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

2. What is a flipped classroom?1. What is a partially flipped classroom?

3. What is my “partially” flipped classroom?

I didn’t know either!- Get rid of text material in class- Have time to do more investigations/interactive activities- Motivated by wanting to interact more with students- Motivated by students inactivity…

https://ctl.utexas.edu/sites/default/files/flippedgraphic(web1100px)_0.png

1. What is a partially flipped classroom?-2. What is a flipped classroom? UT Austin, Center for Teaching & Learning: 3. What is my “partially” flipped classroom?

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

Often videos

(I use readings too)

https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

“Unflipped” “Flipped”

2. What is a flipped classroom?- UT Austin, Center for Teaching & Learning:

Videos, readings, pre-quizzes

‐Relevant topics/themes‐synthesis‐ interdisciplinary

a. Research on student learning (e.g. Hake, 1998)

• Pre- vs. post-course test (6000 physics students) significantly more student learning in courses with interactive-engagement methods than traditional style lecture (including >100 students)

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

2. What is a flipped classroom?- Why do it (even “partially”)?

b. Attitudinal Research

d. Sometimes I get bored myself

c. My informal observations (no statistical validation)improved attendance (& data from Yuretich, 2001)students involved in their own learning, it’s not high school, raise

expectations & they’ll exceed them!students engaged in course content during class

(Yuretich, 2001)

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

2. What is a flipped classroom?- Why do it (even “partially”)?

Skip the textbook stuff- they can get introductory content from readings outside of class (& take graded reading quizzes)

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

1. What is a flipped classroom?2. What is a partially flipped classroom?3. What is my “partially” flipped classroom?

Use class time for case studies, investigations, synthesis and group activities- DAILY!

Structure of my class: Students earn points for doing what I want them to do

a. Readings assignments (w/ Bb quizzes that close before class)b. Examsc. Labsd. Participation during class

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

3. What is my “partially” flipped classroom?

Goals1: Interactive/pod activity each class period2: I get something from students each class3: Incorporate local geology (place based) 4: Use of data, scientific collaboration, convey how science works

Pods(self-assigned seats)

Example:Where is the best place to build your dream home? (a or b?)

Discuss WHY???(report outs!)

(alternative)Give the name of the river structures at locations a, b, c

abc

“Think – Pair – Share” format

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

3. What is my “partially” flipped classroom?- EXAMPLES1: Interactive/pod activity each class period2: I get something from students each class3: Incorporate local geology (place based) 4: Use of data, scientific collaboration, convey how science works

http://pages.uoregon.edu/millerm/meander.html

CELT 2011 5Oct2011

Coast Range, Sierra Nevada MtnsCascade VolcanoesBasin & Range, SAFGreat ValleySutter Buttes, Sacramento River

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

3. What is my “partially” flipped classroom?

Locate as many of the following features as possible (on your own, then in pod):

1: Interactive/pod activity each class period2: I get something from students each class3: Incorporate local geology (place based) 4: Use of data, scientific collaboration, convey how science works

For discussion: How does Sacramento River play into politics of California?

3. What is my “partially” flipped classroom?1: Interactive/pod activity each class period2: I get something from students each class3: Incorporate local geology (place based) 4: Use of data, scientific collaboration, convey how science works

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

Example: VEPP-HVO Monday Morning Meeting (Jigsaw)

1. Day 1: Each pod assumes the role of a volcano specialist in: - tilt - GPS data - seismic data - gravity - Webcam

Pods discuss data and trends of time period

2. Day 2: Reconfigure to one specialist per group:Discuss all data types, trends; what data collectively mean, interpretation/forecast

3. Class discussion, compare group interpretations with real eventshttp://nagt.org/nagt/teaching_resources/vepp/examples/48383.html

Volcano Exploration Project: Pu`u `O`o (VEPP)

Investigation: How would an episode of massive global warming or a glacial period affect North America?

Their calculations show100% glacial melt = 79.8 m (= 262 ft) SL rise10% glacial melt = 7.9 m (= 25.9 ft)

What does it mean locally? For other areas (Historic? Hometown?Economic- NYC Wall Street? Ag. areas etc.)

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

3. What is my “partially” flipped classroom?

INVESTIGATION From Text: Reynolds Exploring Earth

1: Interactive/pod activity each class period2: I get something from students each class3: Incorporate local geology (place based) 4: Use of data, scientific collaboration, convey how science works

2. Summative Assessment: ExamsExam Questions = same format as pre/class activities: multiple choice questions + short answer questions, map stuff

Assessing of student learning1. Formative Assessment: student feedback in discussions, group work, from scratch paper responses, foot stomping

Interactivity: “Group Exams”:1st day of exam is “individual” exam: MC + short answer,

worth 2/3 of exam score2nd day of exam is optional, in pods

worth 1/3 of exam score

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

3. What is my “partially” flipped classroom?

Results : 2nd day of exam scores = avg score increases by ~7 points (out of 100)

Learning curve for both instructors and students• Instructors: develop good questions, analyze student responses, incorporate information into class asap

Advice? PLAN PLAN PLAN! • Start small• Steal resources (SERC)

Be ok with stuff not working the 1st time-

revise & move on

A “PARTIALLY” FLIPPED CLASSROOM FOR INTRODUCTORY GEOLOGY, CALIFORNIA STATE UNIVERSITY CHICO

3. What is my “partially” flipped classroom?

• Strict structure- stick to the schedule (exams, deadlines, office hours- more students come!)• Ask for advice/help/suggestions- colleagues, listserv,

the students in class, other students!