Crime Scene Investigation
Number of students
- Students prepare for a crime scene investigation
- Students learn to investigate a crime scene
- Students learn to draw conclusions from their discoveries
- Students learn to work together as a team
- Students reflect on their work and the work of other students
Students will know how to:
- activate their prior knowledge
- prepare for crime scene investigation
- investigate a crime scene and find evidence
- be a part of a team/group
One or more specialist in the field joins via telepresence robot. The specialists guide students through solving crimes and finding evidence at the campus of the University.
Case-Based Learning: Students apply course knowledge to devise one or more solutions or resolutions to problems or dilemmas presented in a realistic story or situation
Fieldwork: Students learning how to conduct research and make sound professional judgements in r sciplines. In more structured group assignments, students are often given roles that allow them to focus on specific tasks and then cycle through those roles in subsequent activities.
Role Plays and Simulations: Students acting out roles or improvising scripts, in a realistic and problematic social or interpersonal situation. Students playing out, either in person, or virtually, a hypothetical social situation that abstracts key elements from reality
Flipped Classroom: In the basic structure of a “flipped classroom,” the students first engage the content online (through readings, video lectures, or podcasts), then come to class for the guided practice.
Collaborative Learning: The value of learning in groups is well supported by research and is required in many dimensions.
Before the Lesson:
- Decide which crime scenes to use
- Contact the experts to get input regarding the setup of the crime scenes
- Divide students in groups
- Prepare or link to the materials regarding crime scene investigations
- Post information and guidelines in LMS
- Prepare rubrics for students
- Let students know how they will be evaluated
- Prepare the setup for evaluation (print rubrics if needed and form for feedback)
- Book all the classrooms and make sure that everything that is needed is there on the day
- Set up the crime scenes
- Read the materials they get
- Prepare for the crime scene investigation
- Meet in groups and prepare without knowing what kind of case they will be investigating
- Be sure they are prepared
- Explaining the set up and go over what is expected from them
- Explain how evaluation will take place and what they themselves will be evaluating
- Explain what they can use the experts for
- Investigate the crime scene
- Find the evidence and draw conclusions from that
- Solve the crime
- Evaluate the students (teachers get help from the experts with this)
- Fill out rubrics for everyone and give feedback
- Re-evaluate the plan and materials for next time
- Evaluate their role, how they did and what they wished now that they did different (self-evaluation)
- Evaluate the other students they were working with (peer review)
- Evaluate the setup, how hard/easy it was
Author: AH, University of Akureyri
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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Possible questions for your evaluation of the TRinE Teaching Scenario
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Does the use of the Telepresence robots:
- align to learning outcomes?
- align to assessment?
- support your educational context?
- differentiate for individual students?
- enhance student thinking by addressing different levels of thinking?
- extend learning authentically beyond the classroom?
- increase engagement and active learning?
- promote and support collaboration?
- provide opportunities to construct knowledge?
Are the students participating / motivated / progressing?
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