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presented at the Promoting Pedagogical Approaches to Robust Learning in Undergraduate STEM Workshop ...

presented at the Promoting Pedagogical Approaches to Robust Learning in Undergraduate STEM Workshop
A Mountain View College Workshop in Collaboration with PKAL

April 7-9, 2011
Mountain View College
Dallas, TX

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    Scale up Scale up Presentation Transcript

    • SCALE-UP Student-Centered Active LearningEnvironment forUndergraduate Programs
      PKAL Workshop
      Mountain View College
      Christine Salmon, PhD
      The University of Texas at Dallas
    • What is SCALE-UP?
      Student-centered
      Active Learning
      Environment
      • Focus shifts from instructor to students
      • Students work collaboratively with each other
      • Students see selves as sources of knowledge
      • Active problem solvers, contributors
      • Curriculum focuses on problem-solving
      • Problems are contextual
      • No separate lecture/lab
      • Studio classrooms
      • Collaborative space
      • Public presentations
    • Components
      Instructional modules/curriculum
      Teams - collaboration
      Classroom design
    • Instruction – Typical Class
      Advance organizer
      Individual / group quiz
      Tangible / Ponderable
      Lecture
      Homework
      • Schedule of class session
      • Reading assignment
      • Over reading / previous material
      • Online or paper or IF-AT forms
      • 10-15 minute activities
      • Share results
      • Why is important
      • Restricted
      • Gives the “big picture”
      • Individual / group
      • Accountability
    • Instructional Modules
      • Hands-on activities – short experiments
      • Generally requires observation and data collection
      • Use predict-observe-explain method
      Tangibles
      Ponderables
      Labs
      Projects, etc
      • Minds-on activities
      • Interesting questions to consider
      • Longer, more open-ended experiments
      • Problem-solving
      • Collaborative projects
      • Essays or investigations of topics, questions that arise
    • Context Rich Problems
      • Challenging enough that a single student cannot do it alone
      • Requires collaboration
      Challenging
      Structured
      Relevant
      Thinking
      • Structured so that groups can make decisions about how to proceed
      • More than one way to do it
      • Relate to real life
      • Engages students
      • Cannot be solved with a “trick” or simple formula
      • Require critical thinking skills
    • Context Rich Problems
      Short story in which students are characters
      Plausible motivation for “you” to calculate, solve a problem
      Often no visuals are provided
      Think like a physicist, chemist, statistician, historian, etc.
      Examples: http://groups.physics.umn.edu/physed/Research/CRP/crexample.html
    • Context Rich Problems
      Example:
      You and a friend are doing the laundry when you unload the dryer and the discussion comes around to static electricity. Your friend wants to get some idea of the amount of charge that causes static cling….
    • Context Rich Problems
      Example:
      You've been hired as a technical consultant to the Minneapolis police department to design a radar detector-proof device that measures the speed of vehicles. (i.e. one that does not rely on sending out a radar signal that the car can detect.)…..
    • Context Rich Problems
      Example:
      As an economic consultant, you have been asked by your local mayor and the City Council to provide your perspective on the impact of the new Wal-Mart SuperCenter slated to open in your town next year …..
    • Context Rich Problems
      Example:
      You've been hired as a technical consultant to the Minneapolis police department to design a radar detector-proof device that measures the speed of vehicles. (i.e. one that does not rely on sending out a radar signal that the car can detect.)…..
    • Team Management
      Team Formation
      3-4 members
      Top, middle and bottom thirds
      Star at each table
      Shuffle membership 3-4 times/semester
    • Team Management
      Team Roles (rotating) – ponderables
      Manager
      Recorder
      Skeptic
      Summarizer
      • Directs sequence of events in problem
      • Manages time
      • Ensures everyone participates
      • Writes steps on board
      • Checks for understanding
      • Makes sure everyone agrees
      • Makes sure all possible strategies are explored
      • Suggests alternative strategies or solutions
      • Provides reasoning, explanation of steps
      • Summarizes solution, team’s discussion
      • Maintains team energy throughout the solving
    • Team Management
      Team Roles (rotating) – tangibles
      Manager
      Recorder
      Skeptic
      Summarizer
      • Outlines experiment procedure
      • Manages times
      • Keeps team on task
      • Monitors and records experiment data
      • Verifies all members understand experiment results
      • Submits lab reports
      • Ensures data interpretation is correct
      • Suggests alternate methods or interpretations
      • Ensures all facets of questions, results are explored
      • Summarizes experiment’s plan and results
      • Maintains team energy throughout the solving
    • Team Management
      Team Contracts
      Incentive for participation
      Can fire members
      Exam incentive
      If each team member makes above 80% on exam, they each receive an extra 5 points.
    • Classroom Design
      “Restaurant style” – collaboration
      Technology-rich
      Display space
      See http://scaleup.ncsu.edu/FAQs.html
    • Resources
      SCALE-UP website - (for access to detailed materials, email Bob Beichnerbeichner@ncsu.edu) - http://scaleup.ncsu.edu/
      SCALE-UP at PKAL websitehttp://serc.carleton.edu/sp/pkal/scaleup/index.html
      IF-AT forms - http://www.epsteineducation.com/home/about/default.aspx
    • Resources
      Context Rich Problems http://kipper.crk.umn.edu/~demuth/pp/context_rich.html
      Context Rich Problems http://serc.carleton.edu/sp/library/context_rich/index.html
    • Thank you
      Contact me at christine.salmon@gmail.com
      PowerPoint available at http://www.slideshare.net/csalmon/