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Dr. Dean McManus begins the Orientation with an introduction and an overview of the schedule.  The first workshop presents the idea that there are two paradigms of education: Teaching-Centered and Learning-Centered.
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From the outset, workshop activities during the Orientation are designed to put into practice alternatives to the traditional (lecture) teaching/learning paradigm.  Small group discussions play a central role in assimilating new ideas about teaching.
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Jennifer Morford initiates the second workshop, Relating to Your Students.
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Alana Althaus and John Crockett pair up to discuss a reading about diversity issues and prepare to summarize it for the other participants.
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Meanwhile, Jennifer circulated between the other groups' discussions of distinct, but related readings.
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Fueled by the free breakfast bagels and coffee, some of the small group discussions became quite lively.
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On the other hand, some discussions were very serious.
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The free lunch was surprisingly tasty.
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An infusion of sucrose helped scott lead a discussion about what motivates us (and students in general) to learn.
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Persevering through the food coma, the workshop participants wrote down their most motivating educational experiences and categorized them on the blackboard with attention to two readings about motivational models.
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Jeff Abell starts the next workshop, Using Questions to Improve Thinking, by talking about the carbon cycle.
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By way of an introduction, Jeff uses overheads to segue into a quick overview of ocean-atmosphere exchange of different carbon species.
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The class is attentive at first, aided by a number of questions that Jeff tactfully interleaves in his presentation. 
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Five minutes later Jeff leads the group to his punchline, which I can't quite remember...
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Having demonstrated the ineffective use of questions, the workshop proceeds with an analysis of levels and types of questions and congnitive skills.  Small groups generate carefully crafted questions about an arbitrary oceanographic chart or graph.  <p> The final workshop of the first day was led by Richard Strickland and focussed on leading discussions.  This set the stage for the beginning of the second day: a practicum in which each participant led a discussion about their research. 
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After lunch on the second day of the Orientation, Lisa Gilbert delves into the challenges of grading. <p>  Prior to this workshop, Fritz Stahr facilitated a discussion of How to Determine Your Teaching Goals and Assess your Students' Learning, and Dean McManus presented 3 video scenarios depicting Challenging Encounters with Students.    
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As part of the process of developing resilient grading techniques, Roberta Hamme reads an Ocean 101 question and answer aloud.
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Despite the late hour, the topic of grading proved to be captivating.
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Lisa at work distilling the comments on how to fairly grade 4 distinct oceanographic questions.
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Wayne Martin makes an evocative point, wrapping up the workshop on grading and conveniently illustrating how attention can be captured through gesticulation.
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A wide variety of references on teaching and learning were available for participants to peruse during the mid-morning and mid-afternoon breaks. 
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Dean also used video to demonstrate how to hold effective office hours.
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Julia Lynton and Wendy Gentleman react to a particularly poor example of an office hour interaction.
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Dean wraps up the Orientation by inviting a CIDR consultant to assess the entire process by asking questions of the participants and leading a discussion about their responses.   Amazingly, the coordination of outfits was unintentional...