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astro300_f13:day8 [2013/10/03 20:54] – created a_leeastro300_f13:day8 [2013/10/08 20:23] (current) – a_lee
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-====== AY 375 Fall 2013: Ninth Day Plan ======+====== AY 375 Fall 2013: Eighth Day Plan ======
  
  
-Today we'll be discussing +Today we'll be discussing effective demos, mid-semester evaluations, and begin our board work exercises. 
  
 ====General Takeaways==== ====General Takeaways====
-    - asdf +    - Mid-semester evaluations are a great way to get a high density of feedback from your students, with plenty of time to implement their comments in your section. 
-    - asdf+
  
 =====Section Recap (20 minutes)===== =====Section Recap (20 minutes)=====
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 =====Administering Demos (20 min)===== =====Administering Demos (20 min)=====
  
 +(10 min) Question to the class: Have people tried administering demos in their classes? What sorts of things did you do? How effective do you think they were? What are the ups and downs of using demos?
 (10 min) The instructors will spend some time talking about how to effectively run demos and share some of the better demos that are available to them.  (10 min) The instructors will spend some time talking about how to effectively run demos and share some of the better demos that are available to them. 
  
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     * You should make sure they are able to fill them out anonymously.     * You should make sure they are able to fill them out anonymously.
  
-  * NOTE: The Ay 300 eval is a little bit on the long side; we did this purposely since Ay 300 is such an amorphous class and **should** be tailored to what its students are interested in.+  * NOTE: The Ay 375 eval is a little bit on the long side; we did this purposely since Ay 375 is such an amorphous class and **should** be tailored to what its students are interested in.
   * Discuss the wisdom from past GSIs and Slater & Adams chapter 9:   * Discuss the wisdom from past GSIs and Slater & Adams chapter 9:
      * Assigning a combination of "Informal Written Response" and "Check-box Questionaire".      * Assigning a combination of "Informal Written Response" and "Check-box Questionaire".
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   * After the eval is filled out:   * After the eval is filled out:
      * It's a good idea to read through them all twice: once to just read every answer and the second time to see if you can spot some trends and consistencies (based on the assumption that if a majority of students agrees on something, then it might actually be a valid point or an accurate assessment).      * It's a good idea to read through them all twice: once to just read every answer and the second time to see if you can spot some trends and consistencies (based on the assumption that if a majority of students agrees on something, then it might actually be a valid point or an accurate assessment).
-     * We will ask you to compile a short summary report that includes:+ 
 + 
 +     * **We will ask you to compile a short summary report that includes:**
          -consistent comments          -consistent comments
          -averages/standard deviations/histograms for any quantitative questions          -averages/standard deviations/histograms for any quantitative questions
          -any hilarious, unfairly mean, or really thoughtful comments          -any hilarious, unfairly mean, or really thoughtful comments
          -a personal assessment of what you've learned and what you'll change (and when)          -a personal assessment of what you've learned and what you'll change (and when)
-     * In addition to turning it in to us for this class, the summary report could be sent to the Head GSI and/or prof (as opposed to having them read all of the evals).  Most professors, however, do not request reports or copies, or even require that you pass out midsemester evaluations.+     * Food for thought: In addition to turning it in to us for this class, the summary report could be sent to the Head GSI and/or prof (as opposed to having them read all of the evals).  Most professors, however, do not request reports or copies, or even require that you pass out midsemester evaluations.
      * Arguably the most important part of evals is responding to the criticisms (both positive and negative) publicly in front of the class and addressing at least some of their concerns (Slater & Adams call this 'closing the loop').      * Arguably the most important part of evals is responding to the criticisms (both positive and negative) publicly in front of the class and addressing at least some of their concerns (Slater & Adams call this 'closing the loop').
   * Different profs have different opinions of students responses on the evals: some ignore them completely and assume that the students have no idea what's best for them, some ignore them because the prof teaches the way they teach and that's that and it won't change, and some actually read through them (or at least read their GSIs' summaries of the evals).   * Different profs have different opinions of students responses on the evals: some ignore them completely and assume that the students have no idea what's best for them, some ignore them because the prof teaches the way they teach and that's that and it won't change, and some actually read through them (or at least read their GSIs' summaries of the evals).
-  * Point them to sample ones in the [[private:ebrb:evaluations|EBRB]]. +  * Sample ones on the [[private:ebrb:evaluations|EBRB]]. 
-  * Collect the AY 300 midsemester evals. +  * Handout the [[astro300_f09:writing_evals|eval handout]]? 
-  * Handout the [[astro300_f09:writing_evals|eval handout]].+ 
 + 
 +===== Board Work Exercises (rest of time)===== 
 + 
 +This activity will be broken up over this class and the next class.  
 + 
 +Start by reminding the students the point of this exercise:  
 + 
 +This activity will be a little different than the activity we did at the beginning of the semester.  
 + 
 +Randomly select someone to go to the board and answer a question from their students. The instructors will not tell you the question in advance to best simulate what you are experiencing in section and in midterm reviews. Each person will have around five minutes at the board. Feedback will be given after each. 
 + 
 +===== Homework for next time ===== 
 + 
 +    - Your third extended teaching log is due next week. Bring in a hard copy or email the copy to us by next Wednesday.  
 +    - Next Wednesday is the utmost latest time you can turn in your section video taping worksheet.  
 +    - We will be checking your smaller "teaching logs" next week, so bring in your lesson plans. 

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