12:53:46 From InTeGrate : Welcome to the InteGrate webinar everyone! We’ll get started at the top of the hour. In the meantime, please review to Zoom controls on the screen. We ask that you leave your audio muted and video off so we can get a good recording of the webinar. If you have questions please enter them into the chat! 12:54:22 From InTeGrate : Webinar Event page: https://serc.carleton.edu/215461 13:01:20 From andersundell : Hi everyone! 13:03:47 From Skye Powers-Kaminski : I marked "other," I facilitate professional development for educators 13:03:53 From Jennifer Stadum : Jennifer Stadum from the Montana Office of Public Instruction Indian Education here. I teach all kinds of things! 13:09:48 From andersundell : generally do we all see our lab componets as an application of active learning? 13:12:37 From beth.a.johnson : I see my labs that way, but I also teach courses that are lecture-only. In know for my discussion-based class, I am desperate for ideas to get my students more engaged so it's not just me talking! 13:14:29 From jpuha001 : Beth - I'm have the same challenge with my lecture only class 13:16:38 From myuschak : I break up my lecture with class activities. Fiest half lecture second half activities. In my short 2 days a week class, the first class is a short lecture and the second class is a lab based on lecture 13:17:28 From Christina : Getting students to talk requires a certain climate of acceptance and learning to foster that is important...how does one stratigically do that? 13:17:32 From beth.a.johnson : Janet - One thing I have done to help get my students talking more is to consult with colleagues from the social sciences to get ides on how they handle getting students to participate. Those colleagues teach more of that type of discussion-based course. It has been helpful. 13:17:32 From lorrainecarey : Anyone ever deal with students who refuse to participate in an active activity? 13:17:44 From Sean Cornell : When I am using active learning... the trade off is that you can't cover as much material. 13:18:12 From andrea_bixler : Was reading about the need for more structured (guided) active learning rather than really unstructured activities that can discourage learning. Hoping for ideas for specific ways to guide active learning. 13:18:21 From Sean Cornell : Not an issue - except that I teach students who will take standardized exams in the future and if you don't cover topics... they may not do well. 13:18:36 From andersundell : I am just wrapping up my second round through a non-lab (lecture only)course. It is a new class in our program and the only non-lab course we have at CWI 13:19:33 From Janet Puhalla : @myusschak How many exam do you give? A lot of activity usually mean less material covered 13:19:41 From Angela : Yes, I ahve had students refuse to participate. Often times, they end up participating because they see other studnets having fun. Sometimes its uncomfortable for some students to work together. Each of those situations is individual. Sometimes all it takes is a one on one converation with me explaining that it is to their (grade) advantage) to participate. 13:20:02 From Russell Smith : Sean, would you consider a flipped classroom where students do more work out of class and you lead the the integration and wrap up? 13:21:11 From Christina : I have them do readings ahead and then answer a "thought experiment" so they are prepared for a discussion. Then we discuss and I have prepared slides to cover the key material..but usually students get all the points themselves during the discussion 13:21:33 From Janet Puhalla : Thanks, Beth. I have done that since I teach an upper level social science class, too 13:22:41 From InTeGrate : https://serc.carleton.edu/sp/library/pedagogies.html 13:22:42 From Sean Cornell : Russell... Yes - in fact I am thinking this spring of recording the "lectures" and then doing 100% active during class... I am also finding few students really know how to study for sciences... so I am this semester including study strategies.. 13:24:46 From Stefany : There are also some great videos already made - I use some from “Geoscience Videos”: https://www.youtube.com/channel/UCtQfVk8PDyHU6e9q_1cEY0Q 13:24:51 From myuschak : I use the short multiple questions in my power point and have students rise their hand to answer and than we discuss...works well 13:25:26 From Catherine Riihimaki : https://www.pollev.com/geo102 13:26:35 From Russell Smith : Sean, sadly most students don't know how to study anything. I really, really remind myself often that I need to teach students how to study and how to learn. Sad, but necessary. Can I create autodidacts? 13:30:09 From hlackey : Thanks for sharing poll everywhere. I get frustrated when my clickers are out of batteries or I don’t have the software update ready at the start of class so my plan to use clickers falls through. I’ve done cahoot, but Poll Ev. seems like a good technique, too! 13:30:27 From Janet Puhalla : Same problem here, Russell. 13:30:32 From Christina : Do these response things where there is a right answer cause student anxiety that might hinder their participation or their ability to process the knowledge becuase they are seeking what is right? 13:32:36 From Mimi : Christina, one way to avoid this is to frequently ask multiple-choice questions that may have more than one correct answer....this will lead to spending more time discussion, for sure, but may increase self-efficacy/confidence and also lead to deeper understanding of the concepts. 13:33:30 From Christina : Thanks Mimi...helpful thoughts 13:34:26 From Nadja Insel : learningcatalytics is a great response system with 18 different question types, including students can draw, identify a region on a picture, many choice questions, ranking, matching, etc. 13:35:04 From andrea_bixler : when I have done jigsaws to teach content it has been a disaster--students don't understand the material or why it's important or how to connect it to other info and can't teach it to others. what am I doing wrong? 13:35:11 From Stefany : I try to mix up question types - fun trivia, opinion, and right/wrong to help students not feel so self-conscious. You also don’t have to show the results, but can just discuss the answer. I like this video shows suggestions to effectively use classroom response systems - https://www.youtube.com/watch?v=4IAETaVXPFw&t=8s 13:35:16 From Mimi : check out "ConceptTests", for example https://serc.carleton.edu/introgeo/interactive/conctest.html 13:35:34 From InTeGrate : https://serc.carleton.edu/NAGTWorkshops/intro/activities/29360.html 13:36:56 From Russell Smith : Christina, as a student I found it quite frustrating when an instructor was fishing for the "right answer"; I knew that the instructor knew and I had to find the "Easter egg"! Not fun. 13:37:34 From Christina : Russell - that's what I try to avoid and try to make the students feel they could actually know better than I do. 13:37:41 From Mimi : ...as well as being somewhat misleading since there are usually multiple correct answers to science questions 13:38:37 From InTeGrate : www.pollev.com/GEO102 13:40:09 From Russell Smith : I try to teach students that it is OK to be wrong. If any of them eventually become publishing scientists, they must be ready to professional review and sometimes harsh criticism. How can I teach students to risk being wrong in front of their classmates? Science research has a lot of wrong stuff. 13:42:15 From Christina : I show them published papers that were then challenged later and I show them thoughful papers written by ugrads and grad students and we focus a lot on how ideas change as knoweldge changes...I show them slides of "this is how I taught this 5 years ago" followed by "and look, now I don't know if that was the best idea" 13:42:35 From Russell Smith : Hooray for lecture--it has it's place. The instructor can put out a lot of material in the time available and students can get a break from being "active learners." The trick is not to overdo it. 13:44:44 From InTeGrate : Tilt: https://tilthighered.com 13:45:28 From InTeGrate : Gracious spaces: http://www.ethicalleadership.org/gracious-space-in-the-classroom 13:45:35 From Catherine Riihimaki : I love this discussion about whether it’s ok for students to be wrong. One of the best parts of active learning is giving students the space to work through difficult concepts, rather than just memorize them. The key to me is to work through the thinking process with them. I like to do this through conversations with the students while they are doing the jigsaw or gallery walk. But you can also do this at the front of the room for everyone. 13:46:16 From InTeGrate : Webinar event page: https://serc.carleton.edu/215461 Community discussion: https://serc.carleton.edu/216105 Evaluation: https://serc.carleton.edu/216111 13:46:42 From InTeGrate : Gracious spaces: http://www.ethicalleadership.org/gracious-space-in-the-classroom 13:46:59 From Ron Harris : how do I get access to the slides or the webinar? 13:47:21 From InTeGrate : Ron, they are posted to the webinar event page 13:47:31 From InTeGrate : Webinar event page: https://serc.carleton.edu/215461 13:47:34 From hlackey : Transparency is a good idea, and I am new to adopt it. Students sometimes ask why I’m asking them to do something, like group discussion, etc. I usually tell them about brain-based learning. But, I hadn’t thought to tell them how it helps them succeed in their careers, makes the classroom more equal for diverse populations, etc. Cool. 13:48:47 From Russell Smith : Social connections are essential. Most people in their future employment will be interacting with and connecting with peers. 13:49:28 From Catherine Riihimaki : andrea_bixler: Any activity (jigsaw or otherwise) can fail if the students don’t know why they are doing it. This happens to everyone. I think the key is to make a decision in the moment about whether you need to back up and talk through the point and any background info that they need. Or perhaps to abandon the activity completely because it perhaps is no longer appropriate. What is great about active learning is that YOU actually learn what they are thinking about the material. So even if the jigsaw wasn’t what you hoped, you can still learn something from having tried. 13:49:37 From InTeGrate : Environmental Justice and Freshwater Resources: https://serc.carleton.edu/integrate/teaching_materials/freshwater/index.html 13:50:10 From InTeGrate : InTeGrate teaching modules: https://serc.carleton.edu/integrate/teaching_materials/index.html? 13:51:06 From Christina : Are thre different stratgies that work best for different size classrooms? 13:52:00 From suemcgeary : Will the chat comments be available as part of the recorded session? 13:52:05 From Ashaki Rouff : What is "Four Connections" 13:52:20 From Russell Smith : A comment to the presenters: The querries to us at the beginning were valuable and excellent. What would you think of including them in the registration process rather than take time during the webinar? 13:53:13 From Russell Smith : I love it that Weggener was brave and was on some points wrong. 13:55:30 From Kaatje Kraft : A link for a “one page overview” of four connections is here: http://faculty.whatcom.ctc.edu/InstResearch/IR/AssessmentLearningTeachingResources/LearningTeachingIdeasResources/The4ConnectionsOne-PagerIGNIS.pdf 13:55:36 From Christina : Has anyone used PackBack? 13:55:45 From Christina : A rep called me recently and I'd never heard it 13:55:46 From suemcgeary : Thank you! The discussion in the chat has been very interesting and I always regret not having access to chats after a webinar. 13:56:46 From Sean Cornell : Assessment strategies??? i.e. not only for student formative/summative... but how can we create program-level assessment strategies for active learning components? i.e. for general education program student learning outcomes... or what about majors-program learning outcomes? 13:56:52 From Mimi : suemcgeary: with zoom, you can save a copy of the chat yourself by clicking on the "more" button (I'm pretty sure) 13:58:59 From hlackey : Oh yeah. I see the “save chat” under the ”more” tab. thanks. 13:59:08 From Bridget James : Thanks so much everyone! 13:59:21 From Katie : Thank you! 13:59:24 From Tadesse Alemu : Thank you v.much! 13:59:28 From Janet Puhalla : Thank you! This was extremely helpful 13:59:38 From m.hicks2 : Thanks! have a great weekend! 13:59:42 From InTeGrate : Diversity, equity, and inclusion in the geosciences workshop: https://serc.carleton.edu/215951 13:59:44 From Mimi : thanks everyone! this was great. 13:59:49 From InTeGrate : Webinar event page: https://serc.carleton.edu/215461 Community discussion: https://serc.carleton.edu/216105 Evaluation: https://serc.carleton.edu/216111 13:59:51 From hkandel : Thank you very much 14:00:21 From paullapointe : Thank you