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+ | ======AY 300 - Fall 2010: First Day====== | ||
+ | =====Preface===== | ||
+ | Class begins as a real day-one discussion section in 264 Evans. Students are broken into groups and lead through an activity that emphasizes group work and student-student interaction. The remainder of the discussion section will discuss what happened, and overarching themes of running a discussion section, teaching at Berkeley in general and an astronomy class in particular. | ||
+ | |||
+ | **During all discussions, | ||
+ | |||
+ | ====Goals for the First Day of Any Section==== | ||
+ | |||
+ | * Set the tone and atmosphere that will persist | ||
+ | * This means using the same techniques you plan to employ later | ||
+ | * Implement effective teaching techniques, including good boardwork | ||
+ | * Break the ice, and get students participating with each other and you | ||
+ | * Get out relevant logistical info, especially a syllabus | ||
+ | |||
+ | ====Goals for Bootcamp==== | ||
+ | |||
+ | **Things that should come on the first day** | ||
+ | |||
+ | * **Show students first hand what peer-instruction techniques are like -- "get a feel for it"** | ||
+ | * **Highlight the ways in which the classroom atmosphere can be set on the first day of section** | ||
+ | * Isolate effective teaching practices | ||
+ | * Give examples of ice-breaking/ | ||
+ | * **Point out the resources they can use to plan section** | ||
+ | * **Help them create a section syllabus** | ||
+ | * Think critically about what teaching means to them, what do they want out of this class and their teaching experience | ||
+ | |||
+ | ======Lesson Plan====== | ||
+ | |||
+ | =====Walk over to 264 Evans (10 min)===== | ||
+ | |||
+ | * The passcode to get into the discussion room is 1-9-4-4. | ||
+ | |||
+ | =====Introductions (20 min)===== | ||
+ | |||
+ | ====On the board==== | ||
+ | |||
+ | * Our names, contact info, office locations | ||
+ | * Classroom time and location for Day 2 | ||
+ | * Any announcements? | ||
+ | * Code for 264 Evans (1944) | ||
+ | * Sign up for the class if you haven' | ||
+ | * Bring your semester schedules on Day 2? | ||
+ | * E-mail Nina Ruymaker (ninanina@berkeley) your full name, student ID, and card number (on the back, bottom right of card) to gain late night access to Evans. | ||
+ | |||
+ | ====Introductory talking==== | ||
+ | |||
+ | * Welcome to Astro 300: Instructional Techniques in Astronomy! | ||
+ | * What to call us: Aaron and Josh | ||
+ | * What's our purpose in here? | ||
+ | * To give YOU the confidence to hold a discussion section. | ||
+ | * To bring to your discussion sections (and any future courses you may teach) confidence, enthusiasm, and good technique. What do you want your students to leave with at the end of your 50 minutes together? Keep this question in mind throughout the semester as you develop your own teaching philosophy. | ||
+ | ====Pass Out and Fill Out Index Cards==== | ||
+ | |||
+ | ***Last, First** (Front of card) | ||
+ | ***E-mail** | ||
+ | ***Department or Major** (Front of card) | ||
+ | * Class you are teaching for | ||
+ | ***Year** | ||
+ | ***Hometown** | ||
+ | *Astronomy Background | ||
+ | *Teaching Experience | ||
+ | ***Enrolled in the course and/or section ** | ||
+ | ***Reason for taking the course? (" | ||
+ | * Poll the class to see who's enrolled in AY 300, Section 003 (CCN: 06325). | ||
+ | |||
+ | ====Syllabus ==== | ||
+ | |||
+ | * Hand out the [[astro300_f10: | ||
+ | * Hit the major points, but don't dwell on this (will return to it later) | ||
+ | =====Icebreaking Activity (30 min)===== | ||
+ | |||
+ | //Taken from {{: | ||
+ | |||
+ | * Put together a set of instructions on how to make a paper airplane in small groups (//We can change the specific activity used// Aaron: "I like the airplane idea, let's go with that." | ||
+ | * This is the **only** instruction we will give | ||
+ | * Based on my experience with Compass, we need a specific time limit. Here, I say 10 minutes to make instructions, | ||
+ | * Collect instructions and exchange in between groups | ||
+ | * Pass out instructions and tell to follow instructions //exactly// | ||
+ | * Must interpret meaning of " | ||
+ | * We are going around making them question these meanings (i.e., what is " | ||
+ | * The idea is to get crazy things out of the instructions. | ||
+ | * Bring together into circle and discuss the activity (We are also in the circle, if not completely outside it.) | ||
+ | * Point out that this is how we will hold discussions in this class (**Precedent setting**) | ||
+ | * Questions: | ||
+ | * Why did we get crazy-looking airplanes? | ||
+ | * What terms were ambiguous? | ||
+ | * What assumptions needed to be made that weren' | ||
+ | * Why would we do this? | ||
+ | * Where we hope to get them (meaning // | ||
+ | * Terms/ | ||
+ | * Pictures are often better than words | ||
+ | |||
+ | =====Concluding Remarks (2 mins)===== | ||
+ | |||
+ | * Re-iteration that this is how they should expect classes to proceed in the future. | ||
+ | * Announcement/ | ||
+ | |||
+ | * Answer on your notecard: | ||
+ | * "What did you like best about the class? What could have been improved?" | ||
+ | |||
+ | ===== BREAK (5 mins) ===== | ||
+ | =====Recapping (40 mins)===== | ||
+ | |||
+ | ====General classroom setting (20 mins)==== | ||
+ | |||
+ | * Brainstorm in small groups about what we did/ | ||
+ | * What atmosphere developed? How? | ||
+ | * (// | ||
+ | * What precedents were set? How (be specific)? | ||
+ | * (//Group activity will be the main mode of learning. Students are responsible for developing main points. Consensus must be reached. Placing in small groups. Very little lecturing on our part. Not placing ourselves in front/ | ||
+ | * What did you like? Not like? | ||
+ | * Gather in big group and discuss what they came up with. Reach some consensus. | ||
+ | ====Syllabus: | ||
+ | |||
+ | * Syllabus (and the other handouts we'll pass out later today) are all online on the [[: | ||
+ | * Discuss designing your own //section// syllabus (not a lecture syllabus): | ||
+ | * Brainstorm in small groups what makes a good syllabus? What about ours is good? What is missing? Use whiteboards! | ||
+ | * Where we hope to get them: | ||
+ | * There' | ||
+ | * The course syllabus should have the key information, | ||
+ | * It's important to be yourself in your syllabus and try to strike the same tone and tenor as section will in general. | ||
+ | * Gather in our circle and discuss/ | ||
+ | * Examples: | ||
+ | * {{: | ||
+ | * {{: | ||
+ | * {{: | ||
+ | |||
+ | ====General Resources (5 mins)==== | ||
+ | |||
+ | * Course website contains copies of handouts and links to relevant pages. (Perhaps show the webpage using an overhead projector. I can bring my laptop.) | ||
+ | * Make an account on Badgrads so you can view the [[private: | ||
+ | * [[private: | ||
+ | * You might start thinking of how your own syllabus will look. We are happy to look over it for you when you have a draft. | ||
+ | |||
+ | =====Assignment #1: assigned 8/24, due 8/25 (Last 5 min)===== | ||
+ | |||
+ | 1. Make an account on the BadGrads website. | ||
+ | |||
+ | 2. Look at sample syllabi on this page and draft a syllabus for your section (we will be happy to look them over after Day 2). | ||
+ | |||
+ | 3. Draft (at least a skeleton) lesson plan for your first-day. Think about introductory materials/ | ||
+ | * Based on today, you should be ready to put together at least the intro and icebreaker, but jot down some ideas for the rest. | ||
+ | |||
+ | **HW will not be this extensive in the future.** | ||
+ | |||
+ | ===== Other Reminders: (Last 5 min) ===== | ||
+ | |||
+ | * Enroll and complete the GSI Resource Center' | ||
+ | *Take a quick poll of who's finished it and who's started it. | ||
+ | * All first time ASEs (Academic Student Employees) must attend the New ASE Orientation, | ||
+ | * Poll who has a computer account and who receives '' | ||
+ | * Remind everyone to see Nina Ruymaker ('' |