1. Tessa Hill Andrew Goodliffe June 2014

2. Setting the stage You, your students, your team Goals for the course Promoting thinking and learning The interactive lecture Delivering the Lecture The hook Engagement Triggers Engaging non-majors Presentations & Assessment http://gallery.ilstu.edu/bonestudentcenter/main.php?g2_it emId=1882

3. You, your students, your team What is large? 50, 100, 200, 500? Do you have teaching assistants? Define their role and your expectations to the TAs Explain the TAs role to class Do you have a classroom management system (e.g. Blackboard)? Identify your teaching style – Informer, Questioner, Entertainer, etc. Play off your style (strength) but incorporate other deliveries. http://finance.fortune.cnn.com

4. Identify your main points Determine how each slide advances these Prepare your visuals Print out notes Practice! Focus on your slide transitions Don’t install new software right beforehand Don’t be rigid in delivery, adapt as needed Take notes on how you would improve for next year Use a lecture preparation checklist

5. Detail your expectations in writing Explain TA duties: lecture attendance, office hours, proctoring exams, maintaining grades, setting up projectors, participation in in-class discussion, running review sessions, punctuality. Team work: make clear division of labor, set up regular meetings Records: TAs must keep records of all communications and assignments, but not keep personal student data on their computers (security). If co-teaching a class: make sure each professor has clear responsibilities

6. What is the purpose of the course Major vs Non-Major Content vs Process Develop an informative syllabus (set the expectations) State the goals of the course Explicitly express policies and procedures for grading, attendance, late homework, missed tests, office hours, email, etc. Publish all important dates at the beginning of the class, with a clear plan for students who miss exams Identify all resources that will be used and have them ready for the class Do not make up rules as you go along!

7. Identify a large class that you might teach (see worksheet) What are your top 5 goals for what students will learn in this class?

8. Delivering the Lecture The Hook Engagement triggers Engaging non-majors Presentation & Assessment

9. EXPRESSIVENESS is the most basic and most direct way to keep students’ interest Vocal variation, facial expressions, movement, gesture, style variation Is more interesting and easier to understand Yields contagious enthusiasm Improves retention of material Is more about communication than about entertainment (is compatible with the content coverage and high academic standards) Tomorrow's Professor Msg.#790 How to Create Memorable Lectures - http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=790

10. Interpreting Graphs Making Calculations Demonstration/making predictions Brainstorming Reading to solve a problem Physical prop Evocative visual/picture Cartoons News Clips & Articles Clips from movies or tv shows Think-Pair-Share Minute paper ConcepTests Question of the Day Small group discussion iClicker Google Earth (or other tech) http://serc.carleton.edu/NAGTWorkshops/earl ycareer/teaching/LargeClasses.html

11. In a 10-20 minute breakout: Break into groups of 5-10 (works even in auditorium seating) Provide a single question, set of questions, or exercise that students need to discuss. The question(s) can be used as an introduction or as an assessment of presented material. Each group independently discusses the question and negotiates a group answer. You and the TAs monitor and guide groups. Collect each group’s answer (a singular assignment with everyone's name listed).

12. The core (center) of the Black Hills of South Dakota is composed of granite. The Columbia River Plateau of Washington and Oregon is composed of basalt. Using a Venn Diagram, compare and contrast the two locations highlighting the composition of the rocks, the texture of the rock, and the location (depth) where the rocks formed. Black Hills Columbia River

13. Interactive Lectures Individual work Please spend the next few minutes on an activity that you’d like to use in your class. What concept do you want students to better understand? How will you engage the students? How will you know it is working?

14. Interactive Lectures Group Brainstorm and Sharing Now share your idea with a partner and provide each other with feedback.

15. Interactive Lectures Group Brainstorm and Sharing What are some of the potential problems or concerns you do, or will, face using these and other interactive activities in the classroom? How can you overcome them?

16. Many large lecture classes serve as a breadth requirement and have many non-majors who are not necessarily engaged in the topic. This is your opportunity to get them interested and excited in geoscience: Make it relevant to their lives Make pop culture work for you Recognize different learning styles Bring in your personal experiences

17. How has geoscience been involved in your daily activities? Water Electronics Vehicles Buildings Weather & Climate Food Energy resources Hazards

18. Ring of Fire, Johnny Cash Four Seasons, Vivaldi The Tide is High, Blondie Blowin’ in the Wind, Bob Dylan Dust in the Wind, Kansas Black water, Doobie Brothers Water, The Who Volcano, Jimmy Buffett After the gold rush, Natalie Merchant Eye of the Hurricane, The Alarm

19. Day After Tomorrow Dante’s Peak Volcano The Core Jurassic Park Andromeda Strain (don’t need to show whole movie – select a ~10-15 minute clip that exhibits facts & fiction and ask students to analyze)

20. Visual: pictures, diagrams, spatial understanding Auditory: by sound, including music Verbal: speech, reading, writing Physical/kinesthetic: use of your body, including hands & touch Also, “social” vs. “solitary” learning styles

21. Ekman transport: A rotating column of water that forms when surface water moves at an angle to the wind direction due to Coriolis Effect.

22. Where have you done fieldwork? What inspires you? What environmental issues keep you up at night? Where have you traveled? What is the societal relevance of your work? What career path did you follow and what experiences shaped that?

23. Blackboard / whiteboard can be useful Check to see if students in the back can see what you are writing! Mix of videos, slides, blackboard Powerpoint - students write down everything on your slides! Post your powerpoints online (before class) Post partial powerpoints online, students fill in what is missing Post lecture outlines or main points online, or ….post nothing!

24. With any of these techniques, it is a good idea to….  assign textbook/ reading ahead of time  ask students to review vocabulary / conceptual ideas as part of their reading (outside of class) ….then spend more time on activities, discussions, interpretation, analyses during your lecture Consider a "flipped" classroom, where in-class time is as active and thoughtful as possible: http://www.knewton.com/flipped-classroom/

25. In "large" classes, you can use a variety of techniques, depending upon the # of students and how much TA support you have: Multiple choice/ scantron Online quizzes/tests Short answer / short essay Fill in the blank Matching (vocabulary) Diagrams that you've used in class - fill in blank or interpretation Familiarize yourself with Bloom's Taxonomy, and aim for students to be working at the "top" of the pyramid in class, and in your exams, as much as possible Consider collaborative exams!

26. Be flexible and adaptable Not everything will work: failures can be learning experience The literature is clear: students learn more when they are actively engaged in their learning. Randy Richardson, Michael Wysession, Andrew Goodliffee, and Robert Rhew Materials were adapted and modified from Randy Richardson, Michael Wysession, Andrew Goodliffee, and Robert Rhew