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astro300_f16:day4 [2016/09/07 04:16] – [Activity] cchengastro300_f16:day4 [2016/09/07 05:57] – jwang
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 Remind them that this is something we intend to do every week and that everyone should come prepared to share about how their previous sections went.  Remind them that this is something we intend to do every week and that everyone should come prepared to share about how their previous sections went. 
  
-(2 minutes) Individually, think about how section went this past week. Questions to keep in mind:+Remind them what to think about for section recap:
    * What did you do?     * What did you do? 
    * How did you implement your activities?     * How did you implement your activities? 
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    * What were you thinking about while you were running section? Any moments of panic?    * What were you thinking about while you were running section? Any moments of panic?
  
-(18 minutes) Open the floor up for general questions and sharing about how sections are going.+(20 minutes) Open the floor up for general questions and sharing about how sections are going.
  
-===== Multiple Choice and Free Response Questions (40 min) ======+===== Multiple Choice and Free Response Questions (37 min) ======
  
    - (5 min) Come up with either a multiple choice or free response question for the class you're teaching for and write it down on a piece of paper. Also think about what learning objectives it tests and what level of learning it probes.    - (5 min) Come up with either a multiple choice or free response question for the class you're teaching for and write it down on a piece of paper. Also think about what learning objectives it tests and what level of learning it probes.
-   - (10 min) Trade your questions with a partner. Have them attempt to answer the questions or at least determine what learning objectives were being probed, what level of learning it targeted, and what would have constituted as an "acceptable answer." Once you have gone over each other's questions, discuss in your small groups what you liked about the question and offer improvements to flesh it out further. Some questions to consider (perhaps project on the board):+   - (6 min) Trade your questions with a partner. Have them attempt to answer the questions or at least determine what learning objectives were being probed, what level of learning it targeted, and what would have constituted as an "acceptable answer." Once you have gone over each other's questions, discuss in your small groups what you liked about the question and offer improvements to flesh it out further. Some questions to consider (perhaps project on the board):
        - For both:         - For both: 
            * Is the wording clear?            * Is the wording clear?
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            * What if students cannot solve part A? What does that imply for part B?            * What if students cannot solve part A? What does that imply for part B?
            * What sort of responses might students give under the pressures of an exam setting?            * What sort of responses might students give under the pressures of an exam setting?
-   - (5 min) Come back as a class and discuss.+   - (6 min) Come back as a class and discuss.
          * Did you learn anything surprising?           * Did you learn anything surprising? 
          * Is this easy? (Unfortunately, NO!)          * Is this easy? (Unfortunately, NO!)
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 =====Homework===== =====Homework=====
  
-  - Draft a quiz and detailed grading rubric for the quiz. Bring two copies to class next week.+  - Draft a full length quiz and detailed grading rubric for the quiz. Bring two copies to class next week.
   - Start thinking about who to pair up with for section visits next week.   - Start thinking about who to pair up with for section visits next week.

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