| Both sides previous revisionPrevious revisionNext revision | Previous revision |
| astro300_f14:extendedlogs [2014/10/01 02:01] – a_lee | astro300_f14:extendedlogs [2014/11/08 00:28] (current) – a_lee |
|---|
| * How clear do you think your explanation was? How did you assess your students' understanding? Is there anything you would do differently to better answer the question (in terms of your verbal explanation or your board work)? | * How clear do you think your explanation was? How did you assess your students' understanding? Is there anything you would do differently to better answer the question (in terms of your verbal explanation or your board work)? |
| |
| - **DRAFT AND INCOMPLETE: DO NOT ATTEMPT THIS LOG YET** **Connecting with your audience**: Think about an activity you did in section over the past couple weeks. If you teach a lab course, think about a presentation you gave or your office hours. | - **Connecting with your audience**: Think about several activities that you have done over the past few weeks. If you teach a lab course, think about presentations you gave or discussions that happened in your office hours. This prompt is meant to help you reflect on how you interacted with your students. |
| * "Yes, and..." In your section or lab, you are speaking to a group of students that come from various backgrounds. Was there an instance where you had a conversation with a student, and rather than lecturing you implemented an "yes, and" dialogue. What happened? Did the dialogue continue? Why do you think it did (or did not)? | * "Yes, and..." In your section or lab, you are speaking to a group of students that come from various backgrounds. Think of an instance where you were discussing a topic that confused your students. In this instance, did you engage in a conversation rather than lecturing? If so, what happened? Did the dialogue continue? Why do you think it did (or did not)? |
| * "Bring your audience with you." How did you ensure that you students were following you in your discussion, presentation, or activity? What signals from your audience did you use to gauge their level of understanding? | * "Bring your audience with you." In these discussions, what tools have you developed to ensure that your students are following you in your discussion, presentation, or activity? What signals from your audience did you use to gauge their level of understanding? What sort of questions have you been asking? |
| * "Are you taking responsibility?" How did you find / determine the common ground that would allow for effective communication between you and your students? Were you flexible enough (and how were you)? | * "Are you taking responsibility?" In your recent sections, how did you find / determine the common ground that would allow for effective communication between you and your students? Were you flexible enough (and how were you)? |
| * "What is your story?" We are all connected through stories. Did you include a personal component in your section or office hours? This could be as simple as just being excited about the subject matter, or as extensive as to be a story that you told related to the material being covered. How did your students respond to this? | * "What is your story?" We are all connected through stories. Have you recently included a personal component in your section or office hours? This could be as simple as just being excited about the subject matter, or as extensive as to be a story that you told related to the material being covered. How did your students respond to this? |
| |
| ===== Topics for those NOT holding discussion sections this semester: ===== | ===== Topics for those NOT holding discussion sections this semester: ===== |
