1. This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025). C AN YOU FEEL THE EARTH MOVE UNDER YOUR FEET ? A new way to play with data

2. W HAT EXPERIENCE DO YOU HAVE WITH THE GROUND MOVING ?

3. I N PAIRS Take out the suit of cards your pair is assigned, along with the Joker and overview map cards. What are the data you are looking at? Look for patterns: – What changes across your suit’s region? – What are two “events” that have occurred here? What questions/comments do you have? Be prepared to present your results to the group

4. Open your second pack of cards and take out the same suit (so each in the pair have one copy) Rearrange into two groups of three so that there is one person per group with each “suit of data” (diamonds, clubs, spades)

5. I N YOUR NEW GROUPS Compare datasets and patterns – How are the similar? – How are they different? What questions/comments do you have? How were the data collected? What hazards to society are evidenced by these data? What are some mitigation measures that can be taken? Be prepared to present your results to the group

6. GPS MOVEMENTS COMPARED TO “ STABLE ” EASTERN N ORTH A MERICA

7. O N YOUR OWN … What is something that you learned in this exercise? Reflect on your comfort level and ability to read GPS data. How has it changed, if at all? Describe the strategies that geoscientists employ to investigate questions about ground movement, and how these are different from and similar to other kinds of scientific investigations.

8. WHAT DID WE JUST DO? Time to talk about instructional strategies.

9. W HAT DID WE JUST DO ? I asked you about your experience with ground movement You spent time looking at data You described your findings and speculated I did a bit of lecturing You applied what you learned to your region You reflected on your learning and I assessed ENGAGE EXPLORE EXPLAIN EXTEND EVALUATE

10. A MORE “ TRADITIONAL ” APPROACH Explain Explain some more Direct some exploration Explain, perhaps in frustration Evaluate

11. 5E LEARNING CYCLE

12. 5E learning cycle

13. M AIN IDEA : A CTIVE LEARNING Students are engaged, working with real data… …using geoscientific thinking …in support of your learning objectives …developing their metacognitive skills …and their communication skills …to scaffold their ability to address interdisciplinary problems.

14. M ETACOGNITION T HINKING ABOUT THINKING Learning about how people learn Developing awareness of one’s own learning process Monitoring and assessing one’s own learning Managing one’s motivation and attitudes Making adjustments to one’s learning process What did we do that could be called a metacognitive strategy?

15. M ETACOGNITION T HINKING ABOUT THINKING Learning about how people learn Developing awareness of one’s own learning process Monitoring and assessing one’s own learning Managing one’s motivation and attitudes Making adjustments to one’s learning process Self-regulated learning cycle Student attitude survey: Attitudes towards geoscience careers, sustainable behaviors, etc.

16. W HAT CAN YOU DO TO SUPPORT STUDENTS ’ SELF - REGULATION OF THEIR LEARNING ? Provide opportunities for students to self- evaluate their own learning Create an environment that fosters learning how to learn Encourage behaviors that foster learning to learn Great! Um… how?

17. O PPORTUNITIES FOR STUDENTS TO SELF - EVALUATE THEIR LEARNING Low effort (class/activity-level): Think-Pair-Share Retrieval practice End-of-class “muddiest point” or “1-minute papers” Moderate effort (activity/unit-level): Reflective Prompts Exam Wrappers Learning Journals Committed effort (course level): Classroom notebook

18. C REATING AN ENVIRONMENT THAT FOSTERS LEARNING TO LEARN Reward effort over ability (allow for revisions) Encourage self-comparison over social comparison (use exam wrappers) Model and provide graphic organizers and other organizational structures Be explicit: spend time discussing how these activities help them learn

19. E NCOURAGE BEHAVIORS THAT FOSTER LEARNING TO LEARN Encourage questioning and help-seeking – Frequent use of think-pair-share – Frequent use of reflective questions Encourage goal-setting – Proximal: exam or module wrappers – Distal: classroom journals Be explicit: spend time discussing how these activities help them learn Short activity on metacognition

20. L EARNING STRATEGIES AND ACTIVITIES … M ATERIALS D EVELOPMENT R UBRIC …support stated learning objectives and goals. …promote student engagement with the materials. …develop student metacognition. …provide opportunities for students to practice communicating geoscience. …scaffold learning. Must score 13/15

21. SERC’ S P EDAGOGY IN A CTION SITE http://serc.carleton.edu/sp/library/pedagogie s.html http://serc.carleton.edu/sp/library/pedagogie s.html