Karl Wirth is an igneous petrologist, geochemist, and Associate Professor of Geology at Macalester College. His research interests are concerned primarily with the origins of igneous rocks and the chemical evolution of the Earth's crust and upper mantle.
Using An M&M Magma Chamber To Illustrate Magmatic Differentiation part of Cutting Edge:Petrology:Teaching Examples
Fractional crystallization by gravity settling can be illustrated using a model magma chamber consisting of M&M's®. In this model, each major cation (e.g., Si, Ti, Al, Fe, Mg, Ca, Na, K) is represented by a different color M&M®; other kinds of differently colored or shaped pieces could also be used.
Learning About Thinking and Thinking About Learning part of Cutting Edge:Affective Domain:Activities
A document about learning provides background information for classroom activities to help students be more intentional about their thinking and learning
Reading Reflections part of Cutting Edge:Metacognition:Activities
Reading reflections are submitted online each day before class and after completing a reading assignment. Three short questions guide the student to reflect more deeply on their understanding.
Using an M&M Magma Chamber to Illustrate Magmatic Differentiation part of Cutting Edge:Data, Simulations and Models:Workshop 03:Activities
submitted by Karl Wirth, Macalester College The M&MÂ magma chamber exercise was developed to provide students first-hand experience with the process of magmatic differentiation by fractional crystallization ...
An Inquiry-Based Approach to Learning Petrology Using Student-Generated Data part of Cutting Edge:Data, Simulations and Models:Workshop 03:Activities
The Petrology course at Macalester College is designed around a semester-long project. All laboratory and classroom activities within the course are directed toward understanding and solving a real-world problem, the origin and evolution of an intrusion in northern Minnesota. Emphasis is on using multi-disciplinary approaches, modern instrumentation, and student-generated data. After completing the course, students exhibit improved quantitative skills, reasoning, and understanding of fundamental petrologic processes.
Karl Wirth part of Cutting Edge:Metacognition:Workshop 08:Participant Essays
Learning About Thinking and Thinking About Learning: Metacognitive Knowledge and Skills for Intentional Learners by Karl Wirth, Department of Geology & Center for Scholarship and Teaching, Macalester College ...
Karl Wirth part of Cutting Edge:Affective Domain:Workshop 07:Workshop Participants
Dept. of Geology, Macalester College Homepage What are the key issues related to the role of the affective domain in teaching geoscience that you would like to engage at the workshop? How do we teach it? What do ...
Better Learning Through Better Reading and Reflecting part of ACM Pedagogic Resources:ACM Teagle Collegium:Project Reports
Learning from texts is an essential skill for college success, and in an increasingly complex and interconnected world it is ever more important that students develop the intellectual and practical skills for lifelong learning. The aim of this project was to evaluate the impact of reading reflections on student reading, learning, and self-awareness as learners. Students submit reading reflections after completing each reading assignment. These reflections not only encourage students to read more regularly, they also promote content mastery and foster student development of monitoring, self-evaluation, and reflection skills. For the instructor, reading reflections can also be used to facilitate 'just-in-time' teaching. Our results thus far confirm that the introduction of reading reflections in our courses has resulted in significant improvements in student reading and course performance.
Reading Reflections part of ACM Pedagogic Resources:ACM Teagle Collegium:Activities
Students complete a reading reflection before coming to class. The reflection prompt and response is conducted online using a Learning Management System (e.g., Blackboard or Moodle). Student responses are not graded, but are awarded credit for thoughtful reflections.
Knowledge Surveys part of Cutting Edge:Student Learning: Observing and Assessing:Activities
Knowledge Surveys consist of a series of questions that cover the full content of a course. The questions are designed to illustrate the different levels of understanding required for mastery of the content. Knowledge surveys can serve as both formative and summative assessment tools.
MELTS part of Integrating Research and Education:Teaching Phase Equilibria
Karl Wirth, Macalester College and Rachel Teasdale, California State University, Chico What is MELTS? MELTS is a software package designed to model phase (mineral, rock and liquid) relations during melting and ...