Teaching Methods
Each pedagogic approach is succinctly described so you can quickly understand how the technique might be relevant to your teaching. Written by fellow educators, these descriptions include tips for effectively using each technique, related research on their impacts on learning, as well as a set of example activities.
This list is by no means comprehensive. It reflects the interests and priorities of the partners and projects that have contributed to the library so far. If you'd like to contribute to the library and help this list grow we'd love to hear from you.
- Assessment provides educators with a better understanding of what students are learning and engages students more deeply in the process of learning content. Compiled by: William Slattery at Departments of Geological Sciences and Teacher Education, Wright State University, Dayton, Ohio.
- Campus-Based Learning uses the campus environment itself as a teaching tool. Compiled by: Suzanne Savanick at SERC, Carleton College.
- Cooperative Learning involves students working in groups to accomplish learning goals. Compiled by: Rebecca Teed (SERC), John McDaris (SERC), and Cary Roseth (UMN).
- Experience-Based Environmental Projects get students involved in their own learning. Compiled by: Karin Kirk at Montana State University.
- The First Day of Class is your opportunity to stimulate excitement about the course, establish a positive classroom climate, and engage students with course content - right from the start.
- Gallery Walk activities get students out of their chairs to actively work together. Compiled by: Mark Francek at Central Michigan University.
- Game-Based Learning was written to assist geoscience faculty who want to start using games to help them teach. Compiled by: Rebecca Teed at SERC, Carleton College.
- Interactive Lectures provide short activities that can break up a lecture. Compiled by: Heather Macdonald (College of William and Mary) and Rebecca Teed (SERC).
- Investigative Case-Based Learning involves students in addressing real world problems. Compiled by: Ethel Stanley (BioQUEST, Beloit College) and Margaret Waterman (Southeast Missouri State University).
- Just-in-Time Teaching gets students to read assigned material outside of class, respond to short questions online, and then participate in discussion and collaborative exercises in the following class period. Compiled by: Laura Guertin at Pennsylvania State University Delaware County.
- Making and Testing Conjectures is an effective way of engaging students in learning and helping them to develop their reasoning abilities. Compiled by: Shirley J. Alt at The University of Minnesota - Twin Cities.
- Peer Review uses interaction around writing to refine students understanding. Compiled by: Laura Guertin at Pennsylvania State University Delaware County.
- Quantitative Writing engages students with numbers by asking them to analyze and use quantitative data in written reports and arguments. Compiled by: John C. Bean at Seattle University.
- Role-Playing immerses students in debate around Earth science issues. Compiled by: Rebecca Teed at SERC, Carleton College.
- Service Learning in the Geosciences offers the opportunity to link academic learning with community service. Compiled by: Suzanne Savanick at SERC, Carleton College.
- Socratic Questioning turns a lecture into a guided discussion. Compiled by: Dorothy Merritts and Robert Walter at Franklin & Marshall College.
- Spreadsheets Across The Curriculum: helps students build spreadsheets and apply elementary mathematics to solve problems in context. Compiled by: Len Vacher at University of South Florida, Tampa.
- Student Research engages student interest and provides opportunities for them to participate in active learning. Compiled by: Linda Reinen at Pomona College.
- Studio Teaching can provide a quintessential active and cooperative learning environment. Compiled by: Dexter Perkins at The University of North Dakota.
- Teaching with Data helps faculty find and integrate real data sets into their classes. Compiled by: Robert MacKay at Clark College.
- Teaching with Interactive Demonstrations helps faculty use effective these hands-on, inquiry-based learning opportunities in class or lab. Compiled by: Dorothy Merritts, Robert Walter (Franklin & Marshall College) and Bob MacKay (Clark College).
- Teaching with GIS in the Geosciences shows how this powerful new tool can be used to help teach geoscience. Compiled by: Brian Welch at Dept. of Environmental Studies, St. Olaf College, Northfield, MN.
- Teaching with Models helps students understand the relationships between data and Earth processes. Compiled by: Bob MacKay at Clark College.
- Conceptual Models are qualitative models that help highlight important connections in real world systems and processes. Compiled by: Bob MacKay at Clark College.
- Mathematical and Statistical Models involve solving relevant equation(s) of a system or characterizing a system based upon its statistical parameters. Compiled by: Bob MacKay at Clark College.
- Teaching with Data Simulations allows students to visualize probability distributions, which in turn can make the processes associated with probability more concrete. Compiled by: Danielle Dupuis at University of Minnesota - Twin Cities.
- Teaching with Visualizations helps students see how systems work. Compiled by: Bob MacKay at Clark College.
- Using an Earth History Approach helps students' understand how human impact on the Earth's systems has increased exponentially over time. Compiled by: Rebecca Teed at SERC, Carleton College.
- Using an Earth System Approach introduces concepts and resources centered on space, air, water, land, life, and human dimensions.
- Using Field Labs introduces students to complex natural systems, breaks down barriers among academic fields, encourages multiple observations, and introduces students to the area near their campus. Compiled by: Mary Savina at Carleton College.
- Using Indoor Labs provides students with opportunities for structured investigations and experiments of materials, models, and other equipment. Compiled by: Mary Savina at Carleton College.
Pedagogic Modules Under Development:
- Authentic Writing for STEM (science, technology, engineering, & mathematics) will promote writing within the context of a profession, such as engineering or engineering technology. This type of writing requires a style that is more analytical, devoid of emotion, and with a separation of author from the written product. Sue Ramlo, University of Akron.
- Place-Based Learning is intended to promote sustainable lifestyles and economies appropriate for the ecological and cultural attributes of places and regions, rather than global standardization or narrowly-focused career training. Steven Semken, Arizona State University.
- Teaching Communication Skills intended to help you to improve your students' oral and written communication skills. Carol Ormand, Science Education Resource Center.
- Teaching Science with the News focuses on the need for students to achieve scientific literacy and goes beyond content to include critical thinking skills. Anne E. Egger, Stanford University.
- Teaching with Visuality intentionally harnesses the power of the visual to provide powerful learning experiences for all students. Mary Savina, Carleton College.
