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astro300_f17:day7 [2017/09/27 05:07] – [Midsemester Evaluations (15 min)] cchengastro300_f17:day7 [2017/10/04 21:24] (current) – [Homework] ccheng
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 =====Misconceptions Part II (15 min)===== =====Misconceptions Part II (15 min)=====
 +
 +(5 min) Warm-up and recap
 +
 +(10 min) Activity
  
 =====Student Motivation & Mindset (30 min)===== =====Student Motivation & Mindset (30 min)=====
 +
 +(20 min) Interactive lecture
 +
 +(10 min) Activity
  
 =====Midsemester Evaluations (15 min)===== =====Midsemester Evaluations (15 min)=====
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     * You should make sure students are able to fill them out anonymously.     * You should make sure students are able to fill them out anonymously.
     * Your mid-semester should be short (1 sided to 2 sided max).      * Your mid-semester should be short (1 sided to 2 sided max). 
 +    * It's a good idea to read through all your evals twice after you receive them: once to just read every answer and the second time to see if you can spot some trends and consistencies (based on the assumption that if a majority of students agrees on something, then it might actually be a valid point or an accurate assessment).
 +    * Arguably the most important part of evals is responding to the criticisms (both positive and negative) publicly in front of the class and addressing at least some of their concerns (Slater & Adams call this 'closing the loop').
 +
 +Your homework assignment is to create and administer a mid-semester eval. We are also asking you to compile a short summary report - some things to consider including are:
 +     -consistent comments
 +     -averages/standard deviations/histograms for any quantitative questions
 +     -any hilarious, unfairly mean, or really thoughtful comments
 +     -a personal assessment of what you've learned and what you'll change (and when)
 +
   * Sample Eval: Carina's C10 {{:midsemester_eval_carina.pdf|mid-semester eval}}   * Sample Eval: Carina's C10 {{:midsemester_eval_carina.pdf|mid-semester eval}}
     * Question 1: Useful to know how serious to take the evaluation comments (i.e. take it more seriously if a student attends all the time).     * Question 1: Useful to know how serious to take the evaluation comments (i.e. take it more seriously if a student attends all the time).
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     * Questions 5-8: Useful to gauge how the difficulty of section compares with the class as a whole, and whether you're hitting a middle-ground level of difficulty in section.     * Questions 5-8: Useful to gauge how the difficulty of section compares with the class as a whole, and whether you're hitting a middle-ground level of difficulty in section.
     * Questions 9-10: Fun, extra questions. Pros: makes the evaluation less formal and fun to read. Cons: can get some inappropriate responses and worrisome responses.     * Questions 9-10: Fun, extra questions. Pros: makes the evaluation less formal and fun to read. Cons: can get some inappropriate responses and worrisome responses.
-    * After the eval is filled out: (1 min) 
-    * It's a good idea to read through them all twice: once to just read every answer and the second time to see if you can spot some trends and consistencies (based on the assumption that if a majority of students agrees on something, then it might actually be a valid point or an accurate assessment). 
-    * Arguably the most important part of evals is responding to the criticisms (both positive and negative) publicly in front of the class and addressing at least some of their concerns (Slater & Adams call this 'closing the loop'). 
-  * **We will ask you to compile a short summary report:** Some things to consider including: 
-     -consistent comments 
-     -averages/standard deviations/histograms for any quantitative questions 
-     -any hilarious, unfairly mean, or really thoughtful comments 
-     -a personal assessment of what you've learned and what you'll change (and when) 
 =====Homework===== =====Homework=====
  
-  - Write a midsemester evaluation and administer them in your sections in the next couple of weeks (9/27-10/11). After reviewing your students' responses, write up a summary of the evaluation (What did you learn? What changes might you make?). You might consider graphing quantitative responses for your 'analysis'. Bring this summary and a copy of your (blank) evaluation to class in two weeks (10/11). +  - Write a midsemester evaluation and administer them in your sections in the next couple of weeks (9/27-10/11). After reviewing your students' responses, write up a summary of the evaluation (What did you learn? What changes might you make?). You might consider graphing quantitative responses for your 'analysis'. Bring this summary and a copy of your (blank) evaluation to class on 10/18. 
   -  You will be video-taped in section by a 375 instructor sometime during the week of 10/2. After receiving a copy of your video, watch it and complete the {{:video.pdf|Section Video Recap Worksheet}}. Bring it to class on 10/18.   -  You will be video-taped in section by a 375 instructor sometime during the week of 10/2. After receiving a copy of your video, watch it and complete the {{:video.pdf|Section Video Recap Worksheet}}. Bring it to class on 10/18.
  

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