1. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geociences (GEO) under grant DUE - 1125331 What is your personal experience with “El Niño”?

2. In groups What are the data you are looking at? Work together through the questions in the handout, and make sure that everyone has the answers written down. What questions/comments do you have? Be prepared to present your results to the group!

3. REORGANIZE One person from each group takes a page of data from pages 1-5. All page 1’s get together, all page 2’s, etc….

4. In your new groups Compare datasets and trends – Where do they coincide? – Where are they different? Speculate on how these data fit together – what are the underlying processes? What questions/comments do you have? Be prepared to present your results to the group!

5. Compare datasets and trends Speculate on how these data fit together What questions/comments do you have?

8. Blah blah blah….

9. In the groups you are in now… How was your data collected? Same or different processes? Knowing what you know now, what kind of scientific question could you ask to further investigate El Niño?

10. On your own… How would you connect what you’ve learned to the effects you’ve experienced in your region? Reflect on your comfort level and ability to read SST, etc. anomaly graphs. How has it changed, if at all? Describe the strategies that geoscientists employ to investigate questions about climatic cycles, and how these are different from and similar to other kinds of scientific investigations.

11. WHAT DID WE JUST DO? Time to debrief.

13. What did we just do? I asked you about your experience with ENSO 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

14. A more “traditional” approach Explain Explain some more Direct some exploration Explain, perhaps in frustration Evaluate

15. 5E learning cycle

17. Main idea: Active 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.

18. Metacognition Thinking 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?

19. Resources