teaching in the field by n. sivasothi, ver feb 2009
TRANSCRIPT
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MSc Science Communciation Programme
Teaching in the field
N. Sivasothi a.k.a OttermanNUS Biological Sciences
Friday, 13th February 2009
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Why are you
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Your role?
• Plan an entire course, manage others?• Teach a group independently? • Act as a facilitator? eg. Familiarisation
trips. – Enhance information conveyed – Promote a discussion– Use your greater experience
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Student’s role
• Learn?• Forced to be there?• Trying to pass the CA?• Be entertained - learn by accident
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1. Introduction
• Why have field trips? • Types• The importance of an objectives
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1. Introduction
Why have field trips?
Can we not simulate?
✤ Visualise the subject, phenomenon or situation.
✤ Learn techniques under ‘real life’ conditions.✤ Understand and deal with the realistic
scenarios imposed by field conditions.
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Chek Jawa Transect
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Chek Jawa Transect
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Mt Imbia Swiflets
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Mudflats west of causeway, Western Straits of Johor
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Mandai mangroves
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Johor
Sungei Mandai Besar16
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Mandai mudflats
Sungei Buloh Causeway Customs
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Types of field trips andgeneral objectives
• (1) Recognition/Familiarisation• See examples from theory. E. g. visit to a mangrove
ecosystem, an orchid farm or the zoo.
• (2) Techniques• Use specific techniques and procedures subject to field
conditions, E. g. Comparison of environmental parameters between a gap and the forest canopy.
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(3) Experiential
learning
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Types of field trips andgeneral objectives
• Year 1 - Biodiversity Module (LSM1103)• Year 3 - Ecology• Year 3 - Evolution• Year 3 - Life form and functions
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• E.g. Sungei Buloh Wetlands Reserve
• Introduction to mangrove ecosystem - walk the park to observe flora and fauna.
• Study management methods - how former prawn ponds are managed to encourage migratory bird foraging and the significance of Mandai mangroves.
• Conservation - difference between a reserve and a nature park.
Importance of an objective
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• Bukit Timah Nature Reserve
• Introduction to a rainforest ecosystem.
• Ecological mechanisms of a tropcal rainforest.
• Management - overuse by public, feeding of monkeys.
• Conservation - conflicting land use, buffer zones
Importance of an objective
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Climbing or
learning?
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Ponds or birds?25
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Ponds or birds?26
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Watching monkey or watching people?
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2. Preparation before the class - the lesson plan.
• Meet at least two weeks before scheduled date.
• Limiting factors
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An achievable objective
• Scale the content down to realistically fit
• allocated time, space and
• student’s attention span
• students capability
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Recognise your student
• C = Do the minimum• B = + Wants more• A = ++ Analyses
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Recognise your student
• An important challenge• The D student - resists learning• Trick into learning
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A common, minimum objective
• All TAs convey a compulsory minimum course content - fair for CAs.
• Anything else is a bonus/luck of the draw!
• Convey this to the student - briefing/handout.
• E.g. Suffer or enjoy there are > 60 species of mangrove, but students only introduced to 4-5 common genera during introductory trips.
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3. Preparation before the class
The recce trip
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3. Preparation before the class- The recce trip
• 3.1 Recce Trip
• Conditions at a site may vary considerably, so a recce trip is required. E.g. DBS drain, Labrador/SBWR.
• Consult tide-tables for coastal and marine field trips - http://tides.sivasothi.com
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3. Preparation before the class- The recce trip
• Tides
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Sea shoresVarious systems of vertical zonation of the sea shore.
Example:
• Supralittoral (=splash zone)
• Zone: > HHWST
• Always exposed, i. e. Never covered even by the highest tides.
• Littoral (= intertidal)
• zone: HHWST < Littoral > LLWST
• Daily exposure (air) and immersion (seawater), 1-2x/day.
• Sublittoral
• Below LLWST mark
• Always covered by water even during lowest tides.
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Molles, M. C. Jr., 2007. Ecology: concepts and applications, 4th edition. McGraw-Hill
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Sea shores
• Waves and tides affect distribution and abundance of intertidal organisms.
• Semidiurnal tides: Two periods of low and high tides daily.
• Diurnal tides: Single low and high tide each day.
• Intertidal zone organisms adapted to amphibious existence.
• Differential tolerances to periodicity of air exposure leads to zonation of species.
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What time to do the coastal cleanup briefing?
• Coastal cleanup = Sat 20 Sep 2008: 9am
• Must do briefing on 13 Sep 2008
• 45 mins shift per day = 6 x 45 - > 5 hour difference
• I.e. do briefing in afternoon, 2pm
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0.3m
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Field trip yesterday
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Coastal Cleanup 2008:Is the date suitable?
Swim?
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3. Preparation before the class- The recce trip
• Changes to site (disappearing habitat)
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Lim Chu Kang68
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3. Preparation before the class- The recce trip
• 3.2 Plan the route• Limited time so smooth running. Avoid bottlenecks.
Cleaning up. TAs must cooperate. Eg. RMBR Phylogenetic tour.
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3. Preparation before the class- The recce trip
• 3.3 Pace the content• Amount and sequence of information.
• 3.4 Delivery method
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3. Preparation before the class- The recce trip
• 3.5 Transport and route• If buses don’t turn up, who do you call?• You lose the convoy, bus driver turns around and asks
where?• Teaching point for students - drainage, link to lesson
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...help undergraduatesdevelop intellectual and
cognitive skills.
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4. During the field trip
Introduce yourself!
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4.1 Flexibility is the key.
• Adapt, and coordinate with the other TAs.• Transport & Environment• Students not responding because tired
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4.1 Flexibility is the key.
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Horseshoe crab rescue, Mandai Kechil,13 Mar 2005
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4.2 Emphasise the objective - even to yourself!
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diversity or form?
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4.3 Give way to exciting scenes
• If a rare or exciting event does take place, don't fight it!
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4.4 Keeping time
• Enlist help.
• Cut down content, and leave time for a few questions and examples. Better to say less.
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4.4 Keeping time
Share resources if possible
– Share uncommon finds– go down earlier to catch or collect and pool
resources into stations.
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4.5 Always admit when you don't know.
• Any fool can ask a question a wise man cannot answer!• Illustrate the difference between
• fact, • hypothesis, • an educated guess and• speculation
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4.5 Always admit when you don't know.
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4.6 Helping students understand: practise and
dialogue
• Have a beginning and an end - Explain objectives, at the end, make the connection.
• Repetition to help learn new concepts or names.
• Let them tell you
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4.7 Do students understand?
Nodding heads mean nothing!
• Ask questions. • Allow written responses (hand out rough paper)• Make deliberate but obvious errors (lay traps).• Pop quiz• Provide a focus for qualitative field trips - eg.
Coastal assessment of Singapore, a bus journey?.• Tests are the best motivator.
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5. After the field trip
• Mailing lists– What you could not answer, the pool
does– Clarification to other groups– students began posting answers!
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6. SAFETY PREPARATIONS
• 6.1 - Recce the site• 6.2 - Be prepared• 6.3 - Declaration• 6.4 - Observation
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Why are you
here?105
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Enjoy yourselves!
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Addendum
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Singapore, c.1990
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Singapore, c.1990Exposed shore
Sheltered shore
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Singapore, c.1990Beach
Mangrove
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