All about Glaciers - The Course
Audience – Middle school science students
Goal – The learner will conduct investigations to build an understanding of glaciers, glaciation, and climate change.
Objectives – Middle school science students will be able to:
1) Identify pictured types of glaciers.
2) Compare the snowlines of different locations.
3) Explain the role of gravity in glacial formation and movement.
4) Predict how a glacier would move given its location.
5) Identify pictured products of glaciation.
6) Deduce the glacial process by which a pictured rock arrangement formed.
7) Describe how people living in the US will probably be affected by climate change in the future.
8) Explain the concept of a foundation species in the context of the Antarctic food web.
Theory Description and Application
Keller’s Personalized System of Instruction (PSI) was selected because of its emphasis on asynchronous learning. The Web is perhaps the ideal medium for providing self-paced instruction, and students respond favorably when they are permitted increased control over their learning experiences. PSI also motivates students by rewarding remediation and emphasizing “learning by doing” to an extent.
· Self-paced instruction and interactivity – The Web-based instructional unit may be completed online at each learner’s convenience, and activities may be performed at home. The activities are designed to be provide concrete experiences that facilitate understanding of abstract concepts, so learners are encouraged to perform the activities before watching the video presentations.
· Small, sequential learning modules – The mini-unit is divided into three short lessons that are completed in order since they involve progressively complex content.
· Assessments for each module with immediate feedback – For each lesson, there is a pair of parallel quizzes, Quiz A and Quiz B. Upon completing Quiz A, learners receive immediate feedback because Quia automatically grades closed or “forced choice” questions. Samples for open-ended or “free response” questions are provided.
· Positive reinforcement – If learners do not reach the mastery standard of 80% on Quiz A, they are encouraged to remediate themselves by utilizing virtual Quizlet flashcards and reviewing the video presentation. They are afforded the opportunity to take a parallel quiz, Quiz B, and demonstrate their increased understanding. This “second chance” motivates learners to improve.
Keller’s Personalized System of Instruction (PSI) was selected because of its emphasis on asynchronous learning. The Web is perhaps the ideal medium for providing self-paced instruction, and students respond favorably when they are permitted increased control over their learning experiences. PSI also motivates students by rewarding remediation and emphasizing “learning by doing” to an extent.
· Self-paced instruction and interactivity – The Web-based instructional unit may be completed online at each learner’s convenience, and activities may be performed at home. The activities are designed to be provide concrete experiences that facilitate understanding of abstract concepts, so learners are encouraged to perform the activities before watching the video presentations.
· Small, sequential learning modules – The mini-unit is divided into three short lessons that are completed in order since they involve progressively complex content.
· Assessments for each module with immediate feedback – For each lesson, there is a pair of parallel quizzes, Quiz A and Quiz B. Upon completing Quiz A, learners receive immediate feedback because Quia automatically grades closed or “forced choice” questions. Samples for open-ended or “free response” questions are provided.
· Positive reinforcement – If learners do not reach the mastery standard of 80% on Quiz A, they are encouraged to remediate themselves by utilizing virtual Quizlet flashcards and reviewing the video presentation. They are afforded the opportunity to take a parallel quiz, Quiz B, and demonstrate their increased understanding. This “second chance” motivates learners to improve.
This module was developed by:
Candice Henderson - Web Developer
Mary Ellen Wells - Multimedia Developer
Ryan Murray - Content Developer
©2010 Purple Group Consulting. All rights reserved. For any questions or concerns regarding this course please contact us.
