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+ | ======AY 300 - Fall 2010: First Day Lesson Plan (Aaron' | ||
+ | =====Preface===== | ||
+ | |||
+ | Class begins as a real day-one discussion section in 264 Evans. Students are broken into groups and lead through an activity that emphases 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, | ||
+ | |||
+ | =====Walk over to 264 Evans===== | ||
+ | |||
+ | * 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? | ||
+ | ====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) elements of this list we just made. This list will serve as our goals, and we will keep it in the back of our minds as we develop our teaching philosophy. | ||
+ | |||
+ | |||
+ | ====Pass Out and Fill Out Index Cards==== | ||
+ | |||
+ | ***Last, First** | ||
+ | ***E-mail** | ||
+ | ***Department or Major** | ||
+ | ***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). | ||
+ | |||
+ | (To Josh: I'd say emphasize "Name and department on front of card, rest on back, have the notecard out like a nametag." | ||
+ | |||
+ | ====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 Modelling Discourse Management by Desbien// | ||
+ | |||
+ | * 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/ | ||
+ | |||
+ | ===== BREAK (5 mins) ===== | ||
+ | |||
+ | =====Recapping (50 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! (Aaron: "I like this, have each group try to answer the questions themselves on 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/ | ||
+ | |||
+ | (To Josh: Are we handing out example syllabuses at this point? Perhaps just refer them to the EBRB at some point... like the following section) | ||
+ | |||
+ | ====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 EBRB and contribute to our course website. | ||
+ | * EBRB Website. Examples and templates. Invaluable resource. No need to reinvent the wheel. | ||
+ | * 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. | ||
+ | * Further Resources on syllabus design: See the optional readings from Davis //Tools for Teaching// | ||
+ | |||
+ | ====What do people want to get out of this class? (10 min) ==== | ||
+ | |||
+ | * In Ay 300, what do you fear? Want to learn? Want to practice? | ||
+ | * Get answers from the class and list them on the the board. | ||
+ | * Ay 300 instructor should add 1 or 2 things not listed that they'd like to //teach// (how to deal with disrespectful students, how to engage students, //etc.//). | ||
+ | * **GSIs could do something like this for their first AY 10 section but asking for astronomy topics that their students would like to learn about.** | ||
+ | * **Use good boardwork** | ||
+ | =====Assignment #1: assigned 8/24, due 8/25 (Last 5 min)===== | ||
+ | |||
+ | 1. In at least one paragraph, but not more than one page, answer the following questions: | ||
+ | * I bring to teaching a belief that ..... | ||
+ | * In the classroom I see myself as ..... | ||
+ | * I believe students are ..... | ||
+ | * I seek to foster in students ..... | ||
+ | * I think the role of discussion section is ..... | ||
+ | |||
+ | Be prepared to briefly share at least one of these responses at the beginning of the next class. (To Josh: The thought was that they will answer these same questions at the end of the semester to see how their teaching philosophy has evolved. //Sounds great! Let's do it!//) | ||
+ | |||
+ | 2. Make an account on the BadGrads website. | ||
+ | |||
+ | ===== 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 ('' |