The media files are designed to be used by nearly any modern Windows or Macintosh computer system, and many are also suitable for use in the GeoWall stereo projection system www. The authors use the GeoWall for the most opportune media uses — perhaps several times a semester, such as observing the main features on Earth or the 3D distributions of earthquakes. However, a GeoWall is not required to view any of the media that support the textbook.
The media links in the PowerPoint files are set up so that the program looks for the media files in the same folder as the PowerPoint file. A good approach is to drag the entire folder for a chapter to the teaching computer so that PowerPoint can find the media files. Some of the media files are very large, however, and copying them could take many minutes. If time is short, drag only the PowerPoint file and the media files you will actually use. All the original figure source files e.
When these transparent TIF files are placed onto the PowerPoint pages, they allow the PowerPoint background to wrap tightly around the figure, rather than have a glaring, white border around the artwork.
The transparency also allows text to be closely nestled around the figure, in the same manner as in the textbook. The PowerPoint files work well with any dark background, but the dark blue-black background we chose creates the intentional illusion that the figures are in positive 3D relief, coming off the page. If an instructor prefers a light background, normal, whitebackground JPEG versions of every figure, with black text, are in a separate folder.
In both types of PowerPoint files, we have cropped the figure container so that the copyright does not show, but it is still present on either the bottom or right side of the image, if an instructor prefers to have it show. We hid the copyright so that it did not distract students, overlap with text arranged around the figure, or otherwise constrain the layout of the slide. The copyright is subdued and can be removed in PowerPoint using the Crop tool.
It will be visible if the image is copied and pasted e. Resources for Assessment. The authors wrote approximately multiple-choice test questions for each chapter. The questions emphasize geologic concepts, geologic processes, and the process of science.
There are no questions that only ask for definitions of geologic terms, but instead students need to understand the terms to answer more complex questions. Multiple-choice questions are built around figures wherever possible.
The Word files are set up with styles so that test questions and distracters automatically but sensibly renumber themselves when rearranged or copied and pasted into a new test file. To keep a test question and any associated figure joined together, each question is a small separate table that can be easily selected, copied, and pasted into a new file.
In addition to multiple-choice questions, the master What-To-Know List contains ready-made constructed response questions to use as essay or concept-sketch questions. Active Learning. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to experiences, and apply it to their daily lives.
They must make what they learn part of themselves. Chickering and Zelda F. The presentation of information is de-emphasized, and the focus is on the learning process. There are many ways that instructors use active learning in their classrooms. Some make it the major focus of a class.
Other instructors use active learning to support more standard lecturing. Exploring Geology was specifically designed to support a whole range of active learning strategies.
Two very effective active learning strategies involve concept sketches and concept maps, described below. Additionally, the chapter-by-chapter part of the Guide provides many suggestions for ways to introduce active learning to your classroom.
Having students construct concept sketches is an excellent way to promote learning. Concept sketches are particularly appropriate for classes using Exploring Geology because the book is so focused on visuals. They are a kind of active learning exercise that can be done in-class and in groups.
A concept sketch is a simplified sketch illustrating the main aspects of a concept or system, annotated with concise but complete labels that 1 identify the features, 2 depict the processes that are occurring, and 3 characterize the relationships between features and processes. It is not simply a sketch labeled with only the names of features. A concept sketch of a mid-ocean ridge is shown here.
Example Concept Sketch Concept sketches can be constructed by the instructor or by students, and each approach has some advantages. An instructor can generate a concept sketch to guide students toward the key aspects of a.
When students construct concept sketches, it forces them to put things in context and to understand the relationships between the various features shown. Concept sketches also make good fodder for quizzes and exams — they clearly reveal what students know and do not know, and they are quick to grade. Concept Maps. They are excellent tools that provide instructors with guidance as they prepare to teach class. That is why we have provided many of them in the chapter-by-chapter part of this Guide.
If you wish to modify the maps we provide, we have provided them in PDF and EPS format — so they can be opened and edited using Adobe Illustrator, Corel Draw, or any other graphics program. They are also provided in PowerPoint files on ExploringGeology. The concept maps provided in the chapter-by-chapter part of this Guide are intended to help you as you organize your class and lectures.
Most important: having students construct concept maps is an excellent way to promote learning. The process of creating the maps forces students to identify the most important aspects of a topic while synthesizing and integrating information and ideas. A concept map involving wind erosion and deposition is shown here Concept Map Concept Map If you do this, they will just memorize what you give them, and the learning opportunity is gone.
Instead, give them a list of concepts and have them make their own maps. Active learning involving concept sketches, concept maps, or other activities in the classroom promotes deeper learning, but consumes time. This means you may not be able to lecture on everything you want students to learn. They help students learn on their own by specifically identifying things from each chapter that students are responsible for knowing — even if the subject is never brought up in class. It also means that instructors can expect students to learn content beyond what time allows them to include in lectures, even with a full-speed lecturing approach.
An instructor using this approach must include some test questions about subjects that were identified on the What-To-Know List but not lectured on, or else students quickly figure out they only need to study lecture notes. Sign up Log in.
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