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astro300_f16:day3 [2016/08/25 22:02]
ccheng [Homework]
astro300_f16:day3 [2016/09/01 04:20] (current)
ccheng [Homework]
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 =====Break (5 minutes)===== =====Break (5 minutes)=====
  
-=====Learning Objectives and Lesson Plans (25 minutes)=====+=====Learning Objectives and Lesson Plans (15 minutes)=====
  
 (5 minutes) Consider your next lesson plan. What types of learning are you targeting with each activity? Do your activities match your learning objective? What is your learning objective? ​ (5 minutes) Consider your next lesson plan. What types of learning are you targeting with each activity? Do your activities match your learning objective? What is your learning objective? ​
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   * Good: Be able to define nuclear fusion and state that hydrogen fusion occurs in the core of stars.   * Good: Be able to define nuclear fusion and state that hydrogen fusion occurs in the core of stars.
  
-A good section has a lesson plan that targets these learning objects (and is implemented well). Reference {{:​astro300_f10:​leelessonplanay300.pdf|12-step guide}} for making a lesson plan.+(5 minutes) ​A good section has a lesson plan that targets these learning objects (and is implemented well). Reference {{:​astro300_f10:​leelessonplanay300.pdf|12-step guide}} for making a lesson plan. Discuss each step briefly. 
 + 
 +Encourage students to keep a record of their lesson plans and to reflect on each one after they use it. We will be collecting their lesson notebooks to glance through them at some point in the semester! 
 + 
 +===== If there'​s extra time====
  
 (5 minutes) How can we accidentally discourage learning? Pass out cut-outs of each topic in [[http://​aas.org/​education/​Six_Ways_to_Discourage_Learning|Six Ways to Discourage Learning]] article to 6 groups. Groups should read their handout and do the following: (5 minutes) How can we accidentally discourage learning? Pass out cut-outs of each topic in [[http://​aas.org/​education/​Six_Ways_to_Discourage_Learning|Six Ways to Discourage Learning]] article to 6 groups. Groups should read their handout and do the following:
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 (10 minutes) Share as class. ​ (10 minutes) Share as class. ​
  
-Encourage students to keep a record of their lesson plans and to reflect on each one after they use it. We will be collecting their lesson notebooks to glance through them at some point in the semester! +=====Group Work (40 minutes)=====
- +
-=====Group Work (30 minutes)=====+
  
 (5 minutes) Why group work? (5 minutes) Why group work?
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    - Good group work activities take time, often more time than just lecturing. However, the added work results in added gains for the students. ​    - Good group work activities take time, often more time than just lecturing. However, the added work results in added gains for the students. ​
    - A "​Q&​A"​ part of section can involve a lot of peer learning, if you get good at enabling the students to answer each other'​s questions. This requires more sophistication than just asking the smartest student to say the right answer; you have to ask the question in a way such that all of the students have a chance to grapple with the question initially posed.    - A "​Q&​A"​ part of section can involve a lot of peer learning, if you get good at enabling the students to answer each other'​s questions. This requires more sophistication than just asking the smartest student to say the right answer; you have to ask the question in a way such that all of the students have a chance to grapple with the question initially posed.
-   - "I paid all this $$ to be taught by professors and graduate students, not listen to classmates who don't know as much." Let students know that benefits of group work. They will resist at first, but proper use of group work will show the students they are learning just as much (usually more) than if you were lecturing. ​+   - "I paid all this $$ to be taught by professors and graduate students, not listen to classmates who don't know as much." Let students know the benefits of group work. They will resist at first, but proper use of group work will show the students they are learning just as much (usually more) than if you were lecturing. ​
    - "​Students don't like working in groups."​ Students are used to working individually. Or students might fear that some group members will not pull their weight. Again, explaining the rational for group work is key, as well as providing checks for students who do not contribute. ​    - "​Students don't like working in groups."​ Students are used to working individually. Or students might fear that some group members will not pull their weight. Again, explaining the rational for group work is key, as well as providing checks for students who do not contribute. ​
    - Get feedback often.    - Get feedback often.
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 =====Homework===== =====Homework=====
  
-  - Start keeping a lesson plan notebook ​and logging/​reflecting on your lesson plans each week. Think carefully about your learning objective each week. +  - Start keeping a lesson plan notebook. Think carefully about your learning objective(s) each week (write them down!), and flesh out your lesson plan. After section, reflect on how your section went and make comments in your lesson plan notebook. We'll be checking in on these notebooks sometime in the semester
-  -  Write 2-3 paragraphs on ...+  -  Write a self-reflection piece: ​2-3 paragraphs on how you envision your teaching experience to be this semesterHow do you believe students best learn? What techniques do you hope to incorporate in your teaching practices? What do you hope your students learn? How do you anticipate your sections to be? What is your `vision'​ for your classroom? We will collect these next week and return to them at the end of the semester.