Virtual Geology Field Trips: Bringing the Story of Rock Outcrops to Today's Classroom part of NAGT:Our Resources:In the Trenches:Articles
Why use this website? Many teachers would love to take their Earth Science students into the field but can't because the nearest rock formation is hours away, time is lacking, or funding is tight. Now you can ...

Geologists and Geologic Content in Genre Fiction: Part 1 part of NAGT:Our Resources:In the Trenches:Articles
This is Part 1 of a 2-part series that examines the portrayal of geologists and the presentation of geologic content and concepts in recent genre fiction. Part 1 discusses the novels of authors Sarah Andrews, Jack ...

Geologists and Geologic Content in Genre Fiction: Part 2 part of NAGT:Our Resources:In the Trenches:Articles
This is Part 2 of a 2-part series that examines the portrayal of geologists and geologic content and concepts in recent genre fiction. Part 1 discussed the novels of Sarah Andrews, Jack DuBrul, Sibella Giorello and ...

SAGE Musings: Shifting from Deficit Thinking to Asset Thinking part of SAGE 2YC:SAGE Musings
Students arrive on our campuses and in our classrooms from a rich array of backgrounds, with an almost unimaginable diversity of prior experiences. This includes a wide range of what we think of as academic ...

SAGE Musings: Moving Toward a Student-Centered Classroom part of SAGE 2YC:SAGE Musings
Students learn more in student-centered classrooms (e.g., Lawson et al., 2002; MacIsaac and Falconer, 2002). Furthermore, student-centered teaching reduces achievement gaps across student sub-populations (Teasdale ...

SAGE Musings: Teaching Students Metacognitive Strategies part of SAGE 2YC:SAGE Musings
Over the past week, I've been reviewing the sets of pages written by each of the Change Agent teams, and I've been struck by just how many of you say that teaching your students about metacognition and ...

Why are feedback loops difficult to teach and learn? part of Earth and Mind:Posts
Although the feedback loop concept has strong explanatory power, a number of cognitive and practical problems can make it hard to teach and learn. Practical problems include: use of the terms "positive" ...

Akin Akinyemi: Using Food as the Foundation for Healthy Communities in URP3000 Intro. to Planning at Florida State University part of Food as the Foundation for Healthy Communities
Introductory urban planning course is a provocative mixture of lectures and debates on Environmental and Energy Planning. This Food, Energy, Waters systems "teaching experiment" came about at this junction and fits nicely into this mix. The graphics and poignant data supplement and reinforce the readings and discussions already planned. The progression of the three modules from concepts to practical applications was very useful in setting up and peaking the interest of the students. I interspersed the teachings returning to the preplanned lectures in between the three F.E.W.S. Modules and the students were very engaged. My requirement of the students to first produce and present slides as a thinking and outlining tool prior to writing their final essays enhanced the quality of the this final product.

SAGE Musings: Using Bloom's Taxonomy to Boost Student Metacognition part of SAGE 2YC:SAGE Musings
The use of Bloom's taxonomy in teaching and learning can help us become more student centered, as it allows us to be more precise about what we want students to know and be able to do. There is a growing body ...

SAGE Musings: "Blooming" Exams and Other Summative Assessments part of SAGE 2YC:SAGE Musings
Why "Bloom"? When faculty are asked what they want students to know and be able to do at the end of a class or a program, we usually respond with high level outcomes. We want our students to understand ...