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| astro300_f18:day12 [2018/10/30 07:32] – michaelmedford | astro300_f18:day12 [2018/11/01 03:13] (current) – [Homework] ccheng |
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| =====Section Recap (15 min)===== | =====Section Recap (15 min)===== |
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| =====Planetarium Education (60 min)===== | =====Planetarium Education (50 min)===== |
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| This activity is centered around the following [[http://access.portico.org/Portico/#!journalAUSimpleView/tab=PDF?cs=ISSN_15391515?ct=E-Journal%20Content?auId=ark:/27927/pgg3ztfct3s|Astronomy Education Review article]]. | This activity is centered around the following [[http://access.portico.org/Portico/#!journalAUSimpleView/tab=PDF?cs=ISSN_15391515?ct=E-Journal%20Content?auId=ark:/27927/pgg3ztfct3s|Astronomy Education Review article]]. |
| (10 Minutes) Introduction and administration of planetarium priorities survey | (10 Minutes) Introduction and administration of planetarium priorities survey |
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| This survey, which I have just shared with you as a Google Form, is meant to stir the pot of the competing factors that go into public education of science. I want students to recognize the finite time and energy available to execute on these goals by ranking them against one another. [[https://docs.google.com/forms/d/1sZUGNodnvTh8HAQ2wuRW7qmFE_Ni3glZS-kR7Manbz4|Link to the survey here]]. | A brief introduction to the history and current landscape of planetariums to stir the pot of the competing factors that go into public education of science. Recognize the finite time and energy available to execute on these goals by ranking them against one another. Static link to the survey forthcoming. |
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| (15 Minutes) Lesson on instructional design lenses (15 minutes) | (15 Minutes) Lesson on instructional design lenses |
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| The contents of this study form the content of this section. My hope is to introduce a vocabulary for the different types of priorities that instructors can be focused on. I am not aiming to rank these in any way, but rather to lay out the different possible (and certainly overlapping) paths that designers of public education programs have to balance. | The contents of the study form the content of this section. Introduce a vocabulary for the different types of priorities that instructors can be focused on. These lenses should not be ranked in any way, but rather laying out the different possible (and certainly overlapping) paths that designers of public education programs have to balance. |
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| (15 Minutes) Reveal results of our own survey, compare them to the frequency of coded responses in the study and open the floor to a discussion | (5 Minutes) Writing Prompt |
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| I'm not quite sure yet how I want to structure this discussion, but I think that people will have a lot to say once they see how the various results play out and are compared to professionals doing this work out in the field. I know that I want to have some free time for open discussion before the next activity. | Have students write out individually responses to the following questions, both to spur discussion and to give the instructor enough time to assemble the results of the administered google survey. |
| | * What do you believe are the most important lenses to prioritize when speaking with a public audience? |
| | * How is education outside of the classroom different than education within it? |
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| (20 Minutes) TBD Writing Activity | (20 Minutes) Reveal results of our own survey, compare them to the frequency of coded responses in the study and open the floor to a discussion. |
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| I want this to be a writing activity, both to have students solidify into their own words some of the thoughts that they are considering and as a bit of a priming exercise to the discussion we will have shortly after about teaching statements. I think I want this to be split into 15 minutes of writing and 5 minutes of sharing. So I will most likely be coming up with a few writing prompts for students to fill out as an in-class worksheet. | Discuss how students feel in the class about public outreach of science outside of a class, and give people an opportunity to share their answers with the class. |
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| =====Teaching Statements & Teaching Portfolios (15 min)===== | =====Teaching Statements & Teaching Portfolios (15 min)===== |
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| =====Homework===== | =====Homework===== |
| - Draft a statement of teaching philosophy. Bring a copy to class next week. | - Draft a one-page, single-spaced statement of teaching philosophy. Bring a copy to class next week. |
