What is your personal experience with snow from year to year?

1. What is your personal experience with snow from year to year?

2. In groups • What are the data you are looking at? • Look for patterns: • What is consistent over time? • What changes the most over time? • What questions/comments do you have? Be prepared to present your results to the group

3. Take one of the sheets your pair has • Rearrange into two groups of three so that there is one person per group with each page (1-3) of data

4. In 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 kind of scientific question could you ask to further investigate snow pack? Be prepared to present your results to the group

5. GPS and Snow Depth “ignore” direct signal Focus on the multipath

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

7. Time to talk about instructional strategies. What did we just do?

8. What did we just do? • I asked you about your experience with snow • You spent time looking at data • Youdescribed 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

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

10. 5E learning cycle

11. 5E learning cycle

12. 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.

13. MetacognitionThinking 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?

14. Learning strategies and activities…Materials Development Rubric • …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

15. SERC’s Pedagogy in Action site • http://serc.carleton.edu/sp/library/pedagogies.html