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astro300_f17:day3 [2017/08/13 19:21] – [Homework] cchengastro300_f17:day3 [2017/08/30 21:57] (current) – ccheng
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 (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's Taxonomy of Learning (20 minutes)=====+=====Learning Objectives and Blooms's Taxonomy of Learning (20 minutes)=====
  
-(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 the lesson plan below (but not exactly)...
-   * 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) Now, think about what kind of question you would ask about each of the same subjects to your students. What do you want to test them on?+(10 minutes) Telephone-Learning-Objectives
  
-(5 minutes) Share these questions as a class. What words represent higher vs. lower levels of learning? What type of understanding are you testing? Do you immediately understand the material in this way? How do you get to this level of understanding? What is the highest form of learning you could imagine? (a pyramid shape should start to appear on the board).+(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?
  
-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. +
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- +
-=====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's Laws. 
-  * Good: Be able to identify the location of the star in an elliptical planetary orbit and understand this is a statement of Kepler's first law. 
-  * 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 {{:astro300_f10:leelessonplanay300.pdf|12-step guide}} for making a lesson plan. Discuss each step briefly. (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.
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 =====Group Work (25 minutes)===== =====Group Work (25 minutes)=====
 +
 +(5 minutes) Active Learning
  
 (5 minutes) Why group work? (5 minutes) Why group work?
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    - We (as college instructors) should be encouraging and developing students' ability to do higher-order thinking.    - We (as college instructors) should be encouraging and developing students' ability to do higher-order thinking.
  
-(10 minutes) Discussion (keep notes on board): In your experiences as a student or as a GSI, what have been some of the problems/pitfalls with group work? What are some difficulties in implementing group work? What types of group work have you experience or would you like to implement?+(10 minutes) Design a group work activity 
 +   - 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:
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-(10 min) Types of Group Work+(5 min) Types of Group Work
  
   - **The Interactive Lecture**   - **The Interactive Lecture**
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-=====Homework=====+=====Homework + Questions (5 minutes)=====
  
   - Glance over everyone's teaching times on the main page of the Wiki and see who you might want to pair up with for section visits. Everyone teaching this semester must be visited at least once. Everyone must go on at least one visit.   - Glance over everyone's teaching times on the main page of the Wiki and see who you might want to pair up with for section visits. Everyone teaching this semester must be visited at least once. Everyone must go on at least one visit.
   - Keep creating, logging, and reflecting on those lesson plans!   - Keep creating, logging, and reflecting on those lesson plans!
 +  - Read this [[https://d37djvu3ytnwxt.cloudfront.net/assets/courseware/v1/3f538a087b55a103f1ee28d14453e93a/asset-v1:BUx+CIRTL.1x+3T2016+type@asset+block/PNAS-2014-Freeman-8410-5.pdf | article]].

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