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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

Published in: Education

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  • 1. SCALE-UP Student-Centered Active LearningEnvironment forUndergraduate Programs
    PKAL Workshop
    Mountain View College
    Christine Salmon, PhD
    The University of Texas at Dallas
  • 2. What is SCALE-UP?
    Student-centered
    Active Learning
    Environment
    • Focus shifts from instructor to students
    • 3. Students work collaboratively with each other
    • 4. Students see selves as sources of knowledge
    • 5. Active problem solvers, contributors
    • 6. Curriculum focuses on problem-solving
    • 7. Problems are contextual
    • 8. No separate lecture/lab
    • 9. Studio classrooms
    • 10. Collaborative space
    • 11. Public presentations
  • Components
    Instructional modules/curriculum
    Teams - collaboration
    Classroom design
  • 12. Instruction – Typical Class
    Advance organizer
    Individual / group quiz
    Tangible / Ponderable
    Lecture
    Homework
    • Schedule of class session
    • 13. Reading assignment
    • 14. Over reading / previous material
    • 15. Online or paper or IF-AT forms
    • 16. 10-15 minute activities
    • 17. Share results
    • 18. Why is important
    • 19. Restricted
    • 20. Gives the “big picture”
    • 21. Individual / group
    • 22. Accountability
  • Instructional Modules
    • Hands-on activities – short experiments
    • 23. Generally requires observation and data collection
    • 24. Use predict-observe-explain method
    Tangibles
    Ponderables
    Labs
    Projects, etc
    • Minds-on activities
    • 25. Interesting questions to consider
    • 26. Longer, more open-ended experiments
    • 27. Problem-solving
    • 28. Collaborative projects
    • 29. Essays or investigations of topics, questions that arise
  • Context Rich Problems
    • Challenging enough that a single student cannot do it alone
    • 30. Requires collaboration
    Challenging
    Structured
    Relevant
    Thinking
    • Structured so that groups can make decisions about how to proceed
    • 31. More than one way to do it
    • 32. Relate to real life
    • 33. Engages students
    • 34. Cannot be solved with a “trick” or simple formula
    • 35. 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
  • 36. 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….
  • 37. 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.)…..
  • 38. 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 …..
  • 39. 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.)…..
  • 40. Team Management
    Team Formation
    3-4 members
    Top, middle and bottom thirds
    Star at each table
    Shuffle membership 3-4 times/semester
  • 41. Team Management
    Team Roles (rotating) – ponderables
    Manager
    Recorder
    Skeptic
    Summarizer
    • Directs sequence of events in problem
    • 42. Manages time
    • 43. Ensures everyone participates
    • 44. Writes steps on board
    • 45. Checks for understanding
    • 46. Makes sure everyone agrees
    • 47. Makes sure all possible strategies are explored
    • 48. Suggests alternative strategies or solutions
    • 49. Provides reasoning, explanation of steps
    • 50. Summarizes solution, team’s discussion
    • 51. Maintains team energy throughout the solving
  • Team Management
    Team Roles (rotating) – tangibles
    Manager
    Recorder
    Skeptic
    Summarizer
    • Outlines experiment procedure
    • 52. Manages times
    • 53. Keeps team on task
    • 54. Monitors and records experiment data
    • 55. Verifies all members understand experiment results
    • 56. Submits lab reports
    • 57. Ensures data interpretation is correct
    • 58. Suggests alternate methods or interpretations
    • 59. Ensures all facets of questions, results are explored
    • 60. Summarizes experiment’s plan and results
    • 61. 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.
  • 62. Classroom Design
    “Restaurant style” – collaboration
    Technology-rich
    Display space
    See http://scaleup.ncsu.edu/FAQs.html
  • 63. 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
  • 64. 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
  • 65. Thank you
    Contact me at christine.salmon@gmail.com
    PowerPoint available at http://www.slideshare.net/csalmon/

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