Enhancing Lectures with Interactive Activities Elizabeth Malcolm, PhD Associate Professor of Ocean & Atmospheric Sciences Department Coordinator, Earth & Environmental Sciences Why Use In-class Activities? • • • • • Participation by all students Active learning Engaging and fun for students Assess student learning Easy to incorporate into traditional lecture • http://serc.carleton.edu/sp/library/interactive/index.html “How Am I Doing?” • Multiple choice questions embedded in presentation • “Clickers”, or • Low tech versions: colored index cards or hold up # fingers corresponding to answer choice • Quickly assess student learning – From assigned reading – After activity or lecture on difficult concept Think-Pair-Share • Easily adaptable to a wide variety of questions and activities • Pre-planned or spontaneous • All students participate • Instructor can walk around room assessing and offering assistance Think-Pair-Share Examples: – Write a definition of the greenhouse effect in your own words – Draw a graph showing how temperature changes with height on a windy night and calm night – Label the world map showing where you expect to find fine-grained lithogenous sediment, coarse-grained lithogenous sediment, and biogenous sediment – Conduct a life cycle analysis for gasoline by listing all the potential environmental impacts from cradle to grave. (Half class does gasoline, half corn-ethanol & compare) Think-Pair-Share Example: Model How much will Prediction temperatures change in the future? Model Predictions Why is there a range in the predictions? What factors will lead to different rates of warming? www.ipcc.ch Free-Write • Students write continuously for 5 min without concern for grammar/spelling • In depth thinking on open ended questions • Used for self-reflection or application of course content • Examples: – “How comfortable are you with scientific writing? What are your strengths and weaknesses?” – “Do you agree with the report that climate change should be treated as a national security threat by our government?” Demos • Students make a prediction before • Explain/diagram afterwards • Examples: – – – – – – Cartesian divers (ketchup packet in soda bottle) solar bags Bernoulli “wind” bags air pressure mat air cannon groundwater models www.stevespanglerscience.com/ More Elaborate Activities • • • • • Class discussion of an assigned article in small groups Class poster session Gallery walk/walkabout Jigsaw For examples see http://serc.carleton.edu/sp/library/pedagogies.html Students Sharing Ideas • Students project graph or diagram w/ document camera • Students create posters w/ large post-it notes in class, stick to walls for poster session