Feedback Loops in the Field
Summary
The Feedback Loops in the Field activity is an opportunity for students to apply both content knowledge and understanding of feedback loops in a setting outside of the classroom. The activity is intended to be largely self-guided and takes place in a selected field setting (e.g. NYC Park). The activity includes 1) an ungraded "pre-test" to assess prior knowledge, 2) 1-page reading for feedback loop self-education, 3) student observation of feedback loops in the field, and 4) reflection on the activity and feedback loop learning.
Upon completion of the activity students will
- Practice and ideally improve their observation skills
- Apply and identify newly learned course material
- Create and describe feedback loops based on their independent findings and observations
- Reflect on their feedback loop learning and how loops are relevant to their area of study
Context
Audience
This activity is best suited in an upper level course for majors. Relevant majors include but are not limited to Earth Science, Environmental Science, Urban Studies, Sustainability, Geoscience, and Geology. It will also likely be most effective if utilized later in the semester as students will be more familiar with the course-specific content and expectations at that time.
Skills and concepts that students must have mastered
Students should already be familiar with the concept of feedback loops and ideally be able to discern between positive and negative. Additionally, students should feel comfortable with the content of the course, which will allow them to identify feedback loops relevant to the course material while in the field.
How the activity is situated in the course
This activity is a stand-alone exercise. It requires one class but Part 1 (What do you already know?) can be conducted prior to class and Part 4 (Reflection) can occur during a following class period. Both Part 1 and Part 4 are easily adaptable to be completed online and asynchronously.
Goals
Content/concepts goals for this activity
-Students should clearly understand the definition of feedback loops and be able to identify them
-Students should become aware the feedback loops surround them daily in all settings
-Students should be able to combine their content knowledge with their understanding of feedback loops to identify loops unprompted
-Students should be able to clearly explain the loops that they identify in the field
Higher order thinking skills goals for this activity
-Critical Observation: Students are required to critically evaluate their findings in order to extract and describe the requested information on feedback loops. This process requires students to hone their observational skills, relying on multiple senses, as well as their ability to extrapolate and describe a complete loop that might not be able to be completely observed during the class period.
-Application: Students will practice applying their content knowledge to the concept of feedback loops in an unstructured field setting.
-Self Reflection: Students are explicitly asked to reflect on their understanding of feedback loops and how it may or may not have evolved throughout the course of the activity.
Other skills goals for this activity
Teamwork: This activity is best conducted in pairs, therefore students will be required to work together and collaboratively complete the project
Description and Teaching Materials
Activity Purpose:
- Opportunity to teach and learn about loops outside of the classroom.
- Find loops with atypical prompting, i.e. field observations can challenge the learner's understanding.
- Pushes the learner's understanding of both course-specific content and feedback loops in general.
- This activity presents an opportunity for students to improve their observational skills.
Educator opportunities:
- Educators will be able to determine what knowledge their students have about feedback loops before they start the activity ("pre test" part 1 of the activity), and then of course, evaluate their understanding after completing the activity.
- It is potentially a cheap and easy activity in the field that takes minimal preparation and no equipment, depending on one's field site.
- Educators have an opportunity to gauge whether students understand course content well enough to identify relevant feedback loops while in the field.
Student Handout for Feedback Loops in the Field (Microsoft Word 2007 (.docx) 300kB Feb25 25)
Teaching Notes and Tips
The activity has 4 parts:
1. Students to briefly write down what they already know about loops by giving their own definition and writing or diagramming a loop.
a. You could have a brief discussion of loops before handing them the activity or ask them to do it totally cold.
2. The education component of the activity serves to get students up to speed. Students learn about feedback loops on their own through reading. We provide definitions of positive and negative loops and used examples from a non env sci field of study. We provide schematics and how to read them.
a. This can be read in the classroom or once they're in the field. Additionally, part 1 and 2 could be done prior to the field trip to save time as well.
3. Students are asked to identify two feedback loops in the field. They are asked to name their loop, describe or diagram their loop, and then determine if they are positive or negative
4. Student reflection with the questions listed in part 4. This section is particularly amenable to instructor-specific changes.
a. A discussion of these questions could happen in class or on an online discussion board.
Assessment
This assignment is likely easiest to grade based on completion and effort. Students will have met the goals of the assignment if they complete the "pre-test" (Part 1), produce feedback loops that are reasonably likely to occur in the field site, accurately describe their loop and correctly label it as positive or negative (Part 3), produce thoughtful reflections (Part 4).