Program
Homework
We want to get to know you a little better! Please complete the pre-workshop survey by Monday, Dec. 9.
Wednesday
9:00 Introductions and icebreaker
- I am a scientist and...
- Reflection on what we did
9:15 Survey results and the vision of teaching with investigation and design
9:45 Reflection on your own course and group discussion about change
- Who are your students?
- What is getting in the way of student learning in your course right now?
- How do you think a focus on investigation and design will help?
- Share and discuss (25 minutes)
10:30 Break
10:45 Overview of the new materials in Earth science and Physical science
- Introduction to the scope and layout
- Time to explore the materials independently
11:45 Discussion of exploration of the materials
- What looks daunting?
- What looks exciting?
- What looks confusing?
- What seems challenging to implement?
12:00 Lunch
1:00 In appropriate groups, begin action planning: what is your goal for change in your own course (download or copy the Google doc)
1:45 Around the room: what is everyone thinking at this time?
2:00 The TIDeS rubric (Microsoft Word 2007 (.docx) 172kB Jul12 24)
- We'll take a few minutes to read and reflect on it. Remember that the TIDeS materials as whole courses meet the criteria in this rubric, and are designed to help instructors meet the criteria in their teaching. As you read through the rubric, consider your own teaching today: think about the following questions and be ready to discuss:
- Which rubric criteria do you feel are already strong in your teaching, or which criteria are you most comfortable with?
- In which rubric criteria do you feel your teaching has the most room for growth, or which are you least comfortable with?
2:30 Break
2:45 Rubric discussion
3:30 Setting realistic goals for transforming your courses
3:50 Wrap-up and roadcheck
Thursday
9:00 Results of road check and new thoughts this morning
9:15 Attending to equity
- Complete equity reflection (Microsoft Word 2007 (.docx) 22kB Jul16 24)
- Group discussion
- How is equity incorporated into the materials?
- Guidelines for creating a learning-focused syllabus
10:30 Break
10:45 Adding to your action plan: Where do you most need to attend to equity?
11:45 Around the room: checking in
12:00 Lunch
1:00 Pick one unit (or more!) from Earth science or Physical science that you want to implement and read through it carefully. Consider the following questions and be ready to discuss:
- What is most exciting to you about implementing this unit?
- What are you most concerned about, or where do you feel you need the most support?
2:00 Unit discussion
2:30 Break
2:45 Challenges to implementation and other resources
3:15 Work time individually or in small groups
3:50 Wrap-up and roadcheck
Friday
9:00 Road check results and plan for the day
9:15 Engaging in productive discourse in your classroom
- What does it mean? How do you do it?
- Discourse primer (Acrobat (PDF) 1.1MB Jul16 24) from Ambitious Science Teaching by Mark Windschitl et al., 2015
- How is it incorporated into the materials?
10:00 Add to action plan about discourse and next steps for implementation
10:30 Break
10:45 Maintaining momentum for change
11:45 Workshop evaluation
12:00 Adjourn
Resources
Scientist spotlights
Scientist Spotlights from the Scientist Spotlights Initiative
Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016). Scientist spotlight homework assignments shift students' stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE—Life Sciences Education, 15(3), ar47. https://doi.org/10.1187/cbe.16-01-0002
Assessment
Rubric for science skills (Microsoft Word 2007 (.docx) 11kB Jul17 24)
Final Exam from a "less is more" physical science course: Final question is a reflection assignment on learning objectives Unit 4.4 Reflection - Learning Objectives v2 (Microsoft Word 2007 (.docx) 71kB Aug30 24). Example response here: example final reflection.docx (Microsoft Word 2007 (.docx) 16kB Jul17 24)
Discourse
Discourse primer (Acrobat (PDF) 1.1MB Jul16 24) from Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious Science Teaching. Harvard Education Press.
Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research. CBE—Life Sciences Education, 20(1), fe1. https://doi.org/10.1187/cbe.20-08-0200
Topical resources
Earth - A visualization of global weather conditions and ocean conditions forecast by supercomputers
InTeGrate (Interdisciplinary Teaching of Earth for a Sustainable Future) teaching materials - A set of curricular materials designed using a rubric similar to the TIDeS rubric that focuses on the connections between Earth science and society.
- Ocean Sustainability module
- Coastal processes, hazards, and society course
- Interactions between water, Earth's surface, and human activity module
- InTeGrate Attitudinal Instrument - pre-/post- survey about environmental behaviors and motivations
Building Geoscience Workforce Skills and Awareness - A resource for instructors to incorporate geoscience jobs and careers into their teaching
Readings from Visionlearning:
- Using Graphs and Visual Data in Science (how to read and use graphs and describe trends)
Teaching online
Teaching Online Introductory Geoscience Labs Webinar and Discussion: A 2020 webinar led by two instructors who teach online geology labs
Teaching Geoscience Online: A large set of resources for designing and implementing online geoscience courses
Tips for designing online courses: A resource that applies evidence-based practices in course design to online teaching.
Books
The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure by Greg Lukianoff and Jonathan Haidt
Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator by Dave Burgess