Scale up

860 views

Published on

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
  • Be the first to comment

  • Be the first to like this

Scale up

  1. 1. SCALE-UP Student-Centered Active LearningEnvironment forUndergraduate Programs<br />PKAL Workshop<br />Mountain View College<br />Christine Salmon, PhD<br />The University of Texas at Dallas<br />
  2. 2. What is SCALE-UP?<br />Student-centered<br />Active Learning<br />Environment<br /><ul><li>Focus shifts from instructor to students
  3. 3. Students work collaboratively with each other
  4. 4. Students see selves as sources of knowledge
  5. 5. Active problem solvers, contributors
  6. 6. Curriculum focuses on problem-solving
  7. 7. Problems are contextual
  8. 8. No separate lecture/lab
  9. 9. Studio classrooms
  10. 10. Collaborative space
  11. 11. Public presentations</li></li></ul><li>Components<br />Instructional modules/curriculum<br />Teams - collaboration<br />Classroom design<br />
  12. 12. Instruction – Typical Class<br />Advance organizer <br />Individual / group quiz <br />Tangible / Ponderable<br />Lecture <br />Homework<br /><ul><li>Schedule of class session
  13. 13. Reading assignment
  14. 14. Over reading / previous material
  15. 15. Online or paper or IF-AT forms
  16. 16. 10-15 minute activities
  17. 17. Share results
  18. 18. Why is important
  19. 19. Restricted
  20. 20. Gives the “big picture”
  21. 21. Individual / group
  22. 22. Accountability</li></li></ul><li>Instructional Modules<br /><ul><li>Hands-on activities – short experiments
  23. 23. Generally requires observation and data collection
  24. 24. Use predict-observe-explain method</li></ul>Tangibles<br />Ponderables<br />Labs<br />Projects, etc<br /><ul><li>Minds-on activities
  25. 25. Interesting questions to consider
  26. 26. Longer, more open-ended experiments
  27. 27. Problem-solving
  28. 28. Collaborative projects
  29. 29. Essays or investigations of topics, questions that arise</li></li></ul><li>Context Rich Problems<br /><ul><li>Challenging enough that a single student cannot do it alone
  30. 30. Requires collaboration</li></ul>Challenging<br />Structured<br />Relevant<br />Thinking<br /><ul><li>Structured so that groups can make decisions about how to proceed
  31. 31. More than one way to do it
  32. 32. Relate to real life
  33. 33. Engages students
  34. 34. Cannot be solved with a “trick” or simple formula
  35. 35. Require critical thinking skills</li></li></ul><li>Context Rich Problems<br />Short story in which students are characters<br />Plausible motivation for “you” to calculate, solve a problem<br />Often no visuals are provided<br />Think like a physicist, chemist, statistician, historian, etc.<br />Examples: http://groups.physics.umn.edu/physed/Research/CRP/crexample.html<br />
  36. 36. Context Rich Problems<br />Example:<br />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….<br />
  37. 37. Context Rich Problems<br />Example:<br />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.)…..<br />
  38. 38. Context Rich Problems<br />Example:<br />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 …..<br />
  39. 39. Context Rich Problems<br />Example:<br />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.)…..<br />
  40. 40. Team Management<br />Team Formation<br />3-4 members<br />Top, middle and bottom thirds<br />Star at each table<br />Shuffle membership 3-4 times/semester<br />
  41. 41. Team Management<br />Team Roles (rotating) – ponderables<br />Manager <br />Recorder<br />Skeptic<br />Summarizer<br /><ul><li>Directs sequence of events in problem
  42. 42. Manages time
  43. 43. Ensures everyone participates
  44. 44. Writes steps on board
  45. 45. Checks for understanding
  46. 46. Makes sure everyone agrees
  47. 47. Makes sure all possible strategies are explored
  48. 48. Suggests alternative strategies or solutions
  49. 49. Provides reasoning, explanation of steps
  50. 50. Summarizes solution, team’s discussion
  51. 51. Maintains team energy throughout the solving</li></li></ul><li>Team Management<br />Team Roles (rotating) – tangibles<br />Manager <br />Recorder<br />Skeptic<br />Summarizer<br /><ul><li>Outlines experiment procedure
  52. 52. Manages times
  53. 53. Keeps team on task
  54. 54. Monitors and records experiment data
  55. 55. Verifies all members understand experiment results
  56. 56. Submits lab reports
  57. 57. Ensures data interpretation is correct
  58. 58. Suggests alternate methods or interpretations
  59. 59. Ensures all facets of questions, results are explored
  60. 60. Summarizes experiment’s plan and results
  61. 61. Maintains team energy throughout the solving</li></li></ul><li>Team Management<br />Team Contracts<br />Incentive for participation<br />Can fire members<br />Exam incentive<br />If each team member makes above 80% on exam, they each receive an extra 5 points.<br />
  62. 62. Classroom Design<br />“Restaurant style” – collaboration<br />Technology-rich<br />Display space<br />See http://scaleup.ncsu.edu/FAQs.html<br />
  63. 63. Resources<br />SCALE-UP website - (for access to detailed materials, email Bob Beichnerbeichner@ncsu.edu) - http://scaleup.ncsu.edu/<br />SCALE-UP at PKAL websitehttp://serc.carleton.edu/sp/pkal/scaleup/index.html<br />IF-AT forms - http://www.epsteineducation.com/home/about/default.aspx<br />
  64. 64. Resources<br />Context Rich Problems http://kipper.crk.umn.edu/~demuth/pp/context_rich.html<br />Context Rich Problems http://serc.carleton.edu/sp/library/context_rich/index.html<br />
  65. 65. Thank you<br />Contact me at christine.salmon@gmail.com<br />PowerPoint available at http://www.slideshare.net/csalmon/<br />

×