The TIMES Project: Inquiry- and field-based professional development for middle and high school Earth Science teachers.
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Aug 24, 2005
1) a detailed overview of Minnesota geology through investigating rocks, rivers, fossils, caves, landforms and soild of the region where their school district is located.
2) hands-on practice in field research protocols.
3) instruction in inquiry strategies for the classroom through facilitator modeling of the approach with teachers and including direct instruction related to questioning strategies, developing investigable questions, designing feasible experimental procedures, analyzing data and presentation skills.
4) the opportunity to reflect on the inquiry teaching approach used in the institute, discuss classroom implications, and implementation strategies, and test their new skills in a supportive environment.
5) the time and peer support to design a field research investigation that addresses specific content areas of the curriculum, the inquiry component of the standards and that will be used in their curriculum.
6) a follow-up strategy that will encourages teachers to continue to test and improve their content knowledge, field studies, inquiry facilitation, assessment skills, and involvement in professional development over the school year following the summer institute.
2) Recognizing patterns in various types of geologic data (e.g. maps, cross-sections, outcrops).
3) Posing geologic questions/hypotheses and drawing conclusions from original field and prepared geologic data sets.
4) Describing and identifying rocks and sediments
Higher Order Thinking Skills:
Analysis: pattern recognition and correlation to deduce geologic relationships in the field and using geologic maps (Minnesota County Geologic Atlases)
Synthesis: posing geologic questions/hypotheses and drawing conclusions from original field and prepared geologic data sets.
Evaluation: teachers reflect on their field experiences and re-design them to best meet the needs of their particular students and school situation.
Role of Activity in a Course:
Data, Tools and LogisticsRequired Tools:
2. Organizing local geologists to be guest presenters on a daily basis in order to aquaint teachers with regional geological professionals.
3. Getting handouts from presenters ahead of time.
4. Remembering not to "tell" the story, but to let the teachers ask questions and work it out for themselves.
5. Leaving plenty of time for pedagological discussion.
1. increase participants' content knowledge in earth science with specific emphasis on Minnesota geology.
2. increase participants' skills in desiging effective, field and inquiry-based experiences in earth science for their students.
3. increase the amount of curriculum time devoted to field work and student-initiated investigations.
4. increase participants use of inquiry-based teaching practices.
5. increase communication among the workshop teachers and among teachers, geoscientists, and resource agencies that support earth science.
6. increase the amount of professional development and involvement of these teachers by encouraging added courses, email discussions, and presentations/involvement at professional meetings (e.g. MnSTA, MESTA, NSTA).