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astro300_f13:day1 [2014/01/19 01:36] – a_leeastro300_f13:day1 [2014/01/19 01:38] (current) – a_lee
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-======AY 300 - Fall 2013: First Day Lesson Plan======+======AY 375 - Fall 2013: First Day Lesson Plan======
 =====Preface===== =====Preface=====
  
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   * The passcode to get into the discussion room is 1-9-4-4.    * The passcode to get into the discussion room is 1-9-4-4. 
  
-=====Introductions (20 min)=====+=====Introductions (15 min)=====
  
 ====On the board==== ====On the board====
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   * Any announcements?   * Any announcements?
      * Code for 264 Evans (1944)      * Code for 264 Evans (1944)
-     * Sign up for the class if you haven't done so yet (de Pater's Ay300 ; CCN: 06239). E-mail Dexter Stewart (dstewart@astro) if you get waitlisted. +     * Sign up for the class if you haven't done so yet (CCN 06254). E-mail Dexter Stewart (dstewart@astro) if you get wait-listed.
-     * 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.      * 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==== ====Introductory talking====
  
-  * Welcome to Astro 300: Instructional Techniques in Astronomy!  +  * Welcome to Astro 375: Instructional Techniques in Astronomy!  
-  * What to call us: Therese and Jonnie+  * We will often slip up and call this course Astro 300.  
 +  * What to call us: Francesca, and Aaron 
 +  * Introduce Karto
   * What's our purpose in here?   * What's our purpose in here?
      * To give YOU the confidence to hold a discussion section.      * 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. +     * 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. 
  
  
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   * Dept or Major   * Dept or Major
   * Year   * Year
-  * Class you are GSIing for+  * Class you are GSIing for (title and professor)
  
 (Back of Card) (Back of Card)
   * Astro/Physics Background   * Astro/Physics Background
   * Any prior teaching experience?   * Any prior teaching experience?
-  * Are you enrolled in Ay300? +  * Are you enrolled in Ay375? 
  
 Getting this information from students is important for any first-day. Don't make it too long, but you could also include questions like Getting this information from students is important for any first-day. Don't make it too long, but you could also include questions like
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   * Reason for taking the course? (remind them that "because I need a science course" is a perfectly acceptable answer!)   * Reason for taking the course? (remind them that "because I need a science course" is a perfectly acceptable answer!)
  
- +**Instructors:** Poll the class to see who's enrolled in AY 375, Imke's section.  The number of credits is variable, but technically it's two credits for the course plus one discussion section and three credits for the course plus two discussion sections. If you get waitlisted in the class, E-mail Dexter Stewart (dstewart@astro) and ask to be added to the course. 
-**Instructors:** Poll the class to see who's enrolled in AY 300, Section 002 (CCN: 06316).  The number of credits is variable, but technically it's two credits for the course plus one discussion section and three credits for the course plus two discussion sections. If you get waitlisted in the class, E-mail Dexter Stewart (dstewart@astro) and ask to be added to the course. +
  
 ====Syllabus ==== ====Syllabus ====
  
-  * Hand out the [[astro300_f11:syllabus|syllabus]]. +  * Hand out the [[astro300_f13:syllabus|syllabus]]. 
-  * Hit the major points, but don't dwell on this (will return to it later).+  * Hit the major points (grading and attendance policy, includes brief mention of the various assignments, our goal is that the assignments will help you prepare and evaluate for section rather than being additional work on top of section), but don't dwell on this (will return to it later).
  
  
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 Section is "closed" off as if a real day one section. Section is "closed" off as if a real day one section.
  
-   * Re-iteration that this is how they should expect classes to proceed in the future. +   * Re-iteration that this is how they should expect classes to proceed in the future: We will be working in groups, having class discussions, we will be doing small activities (not necessarily always making paper airplanes). 
-   * Announcement/reminder of any homework, etc.+   * We would also take this time to remind you about any important announcement/reminder of any homework, etc.
    * (Feedback and Assessment) Answer on your notecard:    * (Feedback and Assessment) Answer on your notecard:
-      * "What about section could have been improved? If everything was fine, draw a face representing how you feel about teaching."+      * Example of one you might ask: "What about section could have been improved? If everything was fine, draw a face representing how you feel about teaching." 
 +      * What we ask: "What is one characteristic of this section that you enjoyed and would like to incorporate into your section? If nothing, draw a sad face."
  
 ===== BREAK (few mins) ===== ===== BREAK (few mins) =====
-=====Recapping (30 mins)===== 
  
-====General classroom setting (15 mins)====+=====General classroom setting (10 mins)===== 
 +Depending on whether or not this was discussed before the break:
  
    * (5 min) Brainstorm in small groups about what we did/accomplished. Use the small whiteboards to make a list. Consider the following questions:     * (5 min) Brainstorm in small groups about what we did/accomplished. Use the small whiteboards to make a list. Consider the following questions: 
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           * (//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/middle, etc.//)           * (//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/middle, etc.//)
       * What did you like? Not like?       * What did you like? Not like?
-      * (10 min) Gather in big group and discuss what they came up with. Reach some consensus.+   * (5 min) Gather in big group and discuss what they came up with. Reach some consensus.
  
-====Syllabus: Ours and Yours (15 mins)====+=====Syllabus: Ours and Yours (15 mins)=====
  
-  * Syllabus (and the other handouts we'll pass out later today) are all online on the [[:astro300_f11|course wiki page]]. It is useful to occasionally check for updates since the syllabus may evolve slightly (//e.g.//, the list and order of topics).+  * Syllabus (and the other handouts we'll pass out later today) are all online on the [[:astro300_f13|course wiki page]]. It is useful to occasionally check for updates since the syllabus may evolve slightly (//e.g.//, the list and order of topics).
   * (5 min) Discuss in groups the following questions:   * (5 min) Discuss in groups the following questions:
      * Brainstorm in small groups what makes a good SECTION (not course) syllabus? What about ours is good? What is missing? Use the small whiteboards to make a list.       * Brainstorm in small groups what makes a good SECTION (not course) syllabus? What about ours is good? What is missing? Use the small whiteboards to make a list. 
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-====General Resources (5 mins)====+=====General Resources (5 mins)=====
  
   * Course website contains copies of handouts and links to relevant pages. Point out main lesson plans, assignments, and teaching log prompts. Tomorrow we'll visit the page again and talk about the EBRB and other links.   * Course website contains copies of handouts and links to relevant pages. Point out main lesson plans, assignments, and teaching log prompts. Tomorrow we'll visit the page again and talk about the EBRB and other links.
   * GSI Teaching and Resource Center Website. A wealth of information.    * GSI Teaching and Resource Center Website. A wealth of information. 
   * We'll cover other resources tomorrow.    * We'll cover other resources tomorrow. 
 +  * EBRB?
  
 +=====Your First Day (20 min)=====
  
-=====Assignment #1: assigned 8/23, due 8/24 (Last 5 min)=====+   * Planning your first day.  
 +   * Remind them what we have showed them. 
 +   * Highlight the skeleton lesson plan given to them during the GSI all day conference. 
 +   * Other first day activities: 
 +      * Horoscope debunking 
 +      * History of universe timeline 
 +      * Sizes of solar system bodies (peppercorn Earth model) 
 +      * Distances between solar system bodies (paper tape model) 
 +      * "calendar" of universe's history 
 +      * Scales in astronomy (e.g., ctr of gal in Albeq. from my sections) 
 + 
 +    * Instructors will run through the main points for having a great first-day discussion section, highlighting the following: 
 +    * Pre-Section Prep --- Writing the syllabus (contains relevant info for section), showing up early, setting up before students arrive. 
 +    * Introductions --- Announcements, what to write on the board. Setting the tone. Ice breakers. 
 +    * Activities --- First-day activities. Getting students excited about astronomy! 
 +    * The role of the GSI --- Discussion leader, facilitator, companion. NOT a lecturer. 
 +    * Wrapping up section.  
 +    * Getting feedback. 
 + 
 +=====Assignment #1: assigned 8/24, due 8/25 (Last 5 min)=====
  
 1. Draft a syllabus for your section. Bring a copy with you to Bootcamp Day 2. 1. Draft a syllabus for your section. Bring a copy with you to Bootcamp Day 2.
  
 2. Draft (at least a skeleton) lesson plan for your first-day. Think about introductory materials/statements, icebreakers, activities, assessments, and the time each activity takes. What atmosphere do you want to create? How will you accomplish your goals? 2. Draft (at least a skeleton) lesson plan for your first-day. Think about introductory materials/statements, icebreakers, activities, assessments, and the time each activity takes. What atmosphere do you want to create? How will you accomplish your goals?
-    * Based on today, you should be ready to put together at least the intro and icebreaker, but jot down some ideas for the rest. +      * Based on today, you should be ready to put together at least the intro and icebreaker, but jot down some ideas for the rest.  
 + 
 +3. Write out your learning objectives for your first day lesson plan. Also include how you will assess whether these objectives were accomplished or not. 
  
 +4. The next time we meet will include a board work activity. Think of how you might explain the answer to the following questions if they were asked by one of your students. We will randomly assign one of these questions to you next time we meet. Aim to answer the question in 2-3 minutes. 
 +     * Why is this statement true? "If we were to measure Doppler shifts in spectra of Saturn's nearly edge-on rings, we would expect to see blueshifted lines on one side of the planet and redshifted lines on the other side. 
 +     * Why is this statement false? "It is easier to use parallax to measure distances to stars in distant galaxies." 
 +     * Why again is Venus's surface temperature higher than that of Mercury's?
 +     * This homework question asks us to estimate how long it would take for us to lose sight of Jupiter (at 4 AU) if the Sun were to suddenly shut off (i.e., stop shining). The problem says we can assume the Sun-Earth-Jupiter system are all aligned, for simplicity. 
 +     * What does the professor mean by the "dark side of the Moon"? I said that part of the Moon never receives sunlight and got the question wrong.  
 +     * Why do atoms only accept photons of particular wavelengths?  
 +     * I have to compare the luminosity of two stars. One of them is twice as massive as the other and I know that L goes as the fourth power of M. There aren't enough numbers here for me to calculate the answer. 
 +     * Can you go over the homework problem: Two stars at the same distance from us are the same temperature, but one is a giant while the other is a dwarf. Which appears brighter?
 +     * The Sun appears slightly bigger in the sky in January than it does in July. Given this information, for which month is the Earth moving faster around the Sun?
 +    
  
 ===== Other Reminders ===== ===== Other Reminders =====
  
-   * Enroll and complete the GSI Resource Center's [[http://gsi.berkeley.edu/ethics/index.html|Online Ethics Course]].  You are all required to enroll in this course and complete all five online modules during the first 3 weeks of the semester.  You can do one module at a time (or all of them at once) and each module will take anywhere from 20 to 45 minutes to complete.+   * Enroll and complete the GSI Resource Center's [[http://gsi.berkeley.edu/ethics/index.html|Online Ethics Course]].  You are all required to enroll in this course and complete all five online modules during the first 2 weeks of the semester. 
    * Take a quick poll of who's finished it and who's started it.    * 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, which will include a 30-minute orientation by the university and a 30-minute presentation by UAW Local 2865.  The dates, times and locations for the Orientations can be found at http://hrweb.berkeley.edu/labor/ase_orientdate.htm
    * Poll who has a computer account and who receives ''astro.berkeley.edu'' email (or at least the first email I sent) in a timely manner.    * Poll who has a computer account and who receives ''astro.berkeley.edu'' email (or at least the first email I sent) in a timely manner.
    * Remind everyone to see Nina Ruymaker (''ninanina@berkeley'' ; HFA building B) so that she can see your student ID and get it coded for entry into Evans after hours.     * Remind everyone to see Nina Ruymaker (''ninanina@berkeley'' ; HFA building B) so that she can see your student ID and get it coded for entry into Evans after hours. 

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