Overview

The aim of this approach is for student groups to teach the class 5 core concepts of 1 topic in the Fluvial Processes course over the semester until all of the 7 topics for the course have been covered. The 7 topics include: River channels, aquatic habitats, human impacts, river mechanics, erosion, sediment transport, and bedforms.

In the first 2 weeks of the semester, students form groups of 3-4 and research so that they are proficient in 1 of the 7 topics of the Fluvial Processes course and 5 core concepts within their topic area (defined by the instructor). Students can use reading materials provided by the instructor.

...

Read More +

The aim of this approach is for student groups to teach the class 5 core concepts of 1 topic in the Fluvial Processes course over the semester until all of the 7 topics for the course have been covered. The 7 topics include: River channels, aquatic habitats, human impacts, river mechanics, erosion, sediment transport, and bedforms.

In the first 2 weeks of the semester, students form groups of 3-4 and research so that they are proficient in 1 of the 7 topics of the Fluvial Processes course and 5 core concepts within their topic area (defined by the instructor). Students can use reading materials provided by the instructor.

Students construct a 45 min presentation of their choice (for example: a video, an oral presentation, or a field trip) to deliver an overview of their topic and teach 5 core concepts within their topic area.

The students can use the instructor office hours to discuss what and how will they will teach the class. The students develop a 5 question quiz.Each group submits their presentation materials (for example: a PowerPoint) and their quiz to the course website by 5 PM the day prior to their presentation.

During class:
A group presents their topic (1 per class). (In following class their quiz will be taken by the class).
A final mark is given to the group following their presentation based on: creativity, proficiency, engagement (presentation skills).
After the presentation, the instructor will clarify any misconceptions presented during the presentation and from the presentation material submitted 24 hours before the class.
The instructor may have prepared PowerPoint slides before the class based on the material submitted.
After the instructor's lesson, the class takes the quiz from the group who presented in the previous class.

The presentations will occur over the entire semester until all of the seven topics of the course have been covered.

This approach was performed with a class of approximately 30 students.

Read Less -

Objectives

To analyze a particular topic in the fluvial process course. To effectively communicate and engage in higher-level conversations of the topic area. To Practice presentation and communication skills in science and philosophy.
To analyze a particular topic in the fluvial process course. To effectively communicate and engage in higher-level conversations of the topic area. To Practice presentation and communication skills in science and philosophy.
To analyze a particular topic in the fluvial process course.

To effectively communicate and engage in higher-level conversations of the topic area.

To Practice presentation and communication skills in science and philosophy.

Context and requirements

Level University
Discipline Environmental Science
Course Geography
Activity Content Fluvial processes including: River channels, aquatic habitats, human impacts, river mechanics, erosion, sediment transport, and bedform
Technological Requirements PowerPoint, Keynote
Best Use Testing, Review, Practice

Author’s Notes

Benefits

If students have gotten nothing else of the semester, they have become proficient in one of the seven topics in the geography course.

Challenges

The biggest drawback is depending on students to deliver the concepts of the course. There are often misconceptions or mistakes that can sometimes make it confusing for students trying to learn from other students. Furthermore, if there is a weak group, the topic doesn’t get covered as well as other topics. Furthermore, you don’t know if you will have a week group until they have presented.

Tips

Shorten student presentation time in the lecture (half the class or less) in order for the instructor to visit misconceptions of concepts, facts, or procedures during the second part of the class. Students attend to only address superficial concepts. Another recommendation would be to hold student presentations only during the first half of the semester in order to give an overview of their topics and then the instructor can dive more deeply into the topics the second half of the semester.

Activity Pedagogical Components

Problem-Based Learning

In a GROUP of 3-4, students are tasked to become proficient in 1 of the 7 topics of the Fluvial Processes course and 5 core concepts within their topic area (defined by the instructor). This is done OUT OF CLASS.

Development of Test Questions

In a GROUP of 3-4, students develop a 5 question quiz. This is done OUT OF CLASS.

Jigsaw

A GROUP of 3-4, teaches the class an overview of their topic and 5 core concepts within their topic. A different group presents each class over the semester, until all of the groups combined have taught the entire course. This is done IN CLASS.

Just-in-time Teaching

After the GROUP presentation, the instructor will clarify any misconceptions presented during the presentation and from the presentation material submitted 24 hours before the class. The instructor may have prepared PowerPoint slides before the class based on the material submitted. This is done mainly IN CLASS.

Download Flowchart Download Complete Material