Differences
This shows you the differences between two versions of the page.
Next revision | Previous revision | ||
astro300_f17:day3 [2017/08/13 19:19] – created ccheng | astro300_f17:day3 [2017/08/30 21:57] (current) – ccheng | ||
---|---|---|---|
Line 19: | Line 19: | ||
(17 minutes) Open the floor up for general questions and sharing about how sections are going. | (17 minutes) Open the floor up for general questions and sharing about how sections are going. | ||
- | =====Blooms' | + | =====Learning Objectives and Blooms' |
- | (5 minutes) Individually, write or draw the first thing that comes to your mind (can be a plot, equation, definition, idea, action, image, etc.) for the following words: a) Stellar Spectra, b) The Seasons, c) The Moon, d) Total Solar Eclipse, e) Blackbodies | + | Note: Powerpoint Slides were used, which roughly followed |
- | * Have members share what they wrote. | + | |
- | * If you were teaching this subject, would this be something you would want your students to write/draw if they were asked this question? | + | |
- | * Why did you write/draw that particular item? Does this reflect how you learned this material? (Presumably there will be at least two approaches to one of the subjects.) | + | |
- | (5 minutes) | + | (10 minutes) |
- | (5 minutes) | + | (10 minutes) |
- | Pass out Bloom handout. Students often treat learning as fact memorization and regurgitation. As GSIs, we want to help students come to a higher level of understanding. How can the questions we ask and the lesson plans we write encourage this? | + | =====Lesson Plans (10 minutes)===== |
- | + | ||
- | (5 minutes) Using some of the verbs on the handout, re-write the questions you originally wrote down. Think about what concepts you would want a student to remember and be able to explain. Share new questions with class. | + | |
- | + | ||
- | + | ||
- | =====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? | ||
- | |||
- | (5 minutes) Achieving and writing good learning objectives requires an exact statements of your goals, not vague generalities. For example, how can we make the following learning objectives better? | ||
- | * Bad: Understand Kepler' | ||
- | * Good: Be able to identify the location of the star in an elliptical planetary orbit and understand this is a statement of Kepler' | ||
- | * Bad: Appreciate the scale of the Solar System. | ||
- | * Good: Be able to calculate the ratio of distances between the Sun-Earth and distance from the Sun to other planets. | ||
- | * Bad: Understand that stars shine by nuclear fusion. | ||
- | * Good: Be able to define nuclear fusion and state that hydrogen fusion occurs in the core of stars. | ||
(5 minutes) A good section has a lesson plan that targets these learning objects (and is implemented well). Reference {{: | (5 minutes) A good section has a lesson plan that targets these learning objects (and is implemented well). Reference {{: | ||
Line 53: | Line 37: | ||
=====Group Work (25 minutes)===== | =====Group Work (25 minutes)===== | ||
+ | |||
+ | (5 minutes) Active Learning | ||
(5 minutes) Why group work? | (5 minutes) Why group work? | ||
Line 61: | Line 47: | ||
- We (as college instructors) should be encouraging and developing students' | - We (as college instructors) should be encouraging and developing students' | ||
- | (10 minutes) | + | (10 minutes) |
+ | - In pairs, choose one learning objective you wrote down earlier and design a group work activity that aligns with it. | ||
Some tips that address some difficulties of group work: | Some tips that address some difficulties of group work: | ||
Line 83: | Line 71: | ||
- | (10 min) Types of Group Work | + | (5 min) Types of Group Work |
- **The Interactive Lecture** | - **The Interactive Lecture** | ||
Line 126: | Line 114: | ||
- | =====Homework===== | + | =====Homework |
- | + | ||
- | - 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 a self-reflection piece: 2-3 paragraphs on how you envision your teaching experience to be this semester. How 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' | + | |
+ | - Glance over everyone' | ||
+ | - Keep creating, logging, and reflecting on those lesson plans! | ||
+ | - Read this [[https:// |