V07: A framework activity as capstone in mineralogy

This 5:40 minute video clip demonstrates a 45 minute end-of-term synthesis activity involving 100 second year students. The two short clips later on this page contain the complete introduction and summation as delivered to students by the instructor. These are excellent examples of setup and summation statements that book-end the activity.

Students start the activity in pairs, solving a skills-based mineral identification problem. Then they gather in groups of 5-12 students in order to summarize consistent properties of minerals in the group’s given mineral evolution stage, and to generate a poster characterizing their stage. The resulting posters are displayed after 45 minutes, and the instructor wraps up by referring to course goals and highlighting skills and knowledge that students have just demonstrated in this exciting, noisy, sophisticated learning activity.

The following 2:40 minute clip contains the complete introduction delivered by the instructor to the students before they begin.

This 2:16 minute clip contains the complete summation delivered by the instructor to the students after they completed the activity.

Guidelines for what to look for when viewing these video clips are being developed. Some of the resources used for deploying this exercise are provided in the menu to the left.

One response to “V07: A framework activity as capstone in mineralogy

  1. This lab seminar or class used material objects to reinforce lessons taught previously. The approach of working in pairs gives students an opportunity to lean on their classmates, and for them to discuss any ideas they may have separately. This is a very good way of filling in learning gaps and puts students at ease. The tacit nudging of students to progress with task keeps everyone on target and ensures that the learning objectives for the class are achieved or are achievable. Transitioning to larger groups is useful for getting students to learn how to work effectively as part of teams and expands the knowledge or competency pool. In that setting, it is useful to ensure that all group participants have opportunities for participating (and learning).

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