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-======AY 300 - Fall 2010: First Day======+======AY 375 - Fall 2013: First Day Lesson Plan======
 =====Preface===== =====Preface=====
  
-Class begins as a real day-one discussion section in 264 Evans. Students are broken into groups and lead through an activity that emphasizes group work and student-student interaction. The remainder of the discussion section will discuss what happened, and overarching themes of running a discussion section, teaching at Berkeley in general and an astronomy class in particular. +Class begins as a real day-one discussion section in 264 Evans. Students are broken into groups and lead through an activity that emphasizes group work and student-student interaction. The remainder of the discussion section will discuss what happened and overarching themes of running a discussion section, teaching at Berkeley in general, and teaching an astronomy class in particular. 
  
-**During all discussions, Aaron and Josh are circling the room and seeding ideas in groups, which they will bring into the class-wide discussion.**+Notes for instructors:  
 +   - During all group activities, instructors are circling the room and seeding ideas in the groups, identifying groups with good ideas for the discussion, and modeling good teaching practices. 
  
 ====Goals for the First Day of Any Section==== ====Goals for the First Day of Any Section====
  
-   * Set the tone and atmosphere that will persist +   * Get out relevant logistical info that students want/need to know. This includes handing out a syllabus. 
-      * This means using the same techniques you plan to employ later +   * Break the ice, warm up the students to section, and get students participating with each other and you. 
-   * Implement effective teaching techniques, including good boardwork +   * Set the tone and atmosphere that will persist throughout the semester. 
-   * Break the ice, and get students participating with each other and you +      * (This means using the same techniques you plan to employ later.) 
-   * Get out relevant logistical info, especially a syllabus+   * Implement effective teaching techniques from the start, including good boardwork and question taking.
  
 ====Goals for Bootcamp==== ====Goals for Bootcamp====
  
-**Things that should come on the first day**  +   * Give GSIs an idea of how a first day should feel like  
- +   * Show GSIs first hand what peer-instruction techniques are like -- "get a feel for it" 
-   * **Show students first hand what peer-instruction techniques are like -- "get a feel for it"** +   * Highlight the ways in which the classroom atmosphere can be set on the first day of section
-   * **Highlight the ways in which the classroom atmosphere can be set on the first day of section**+
    * Isolate effective teaching practices    * Isolate effective teaching practices
    * Give examples of ice-breaking/first-day activities (should be fun, and somehow related to the rest of the semester, through content or otherwise)    * Give examples of ice-breaking/first-day activities (should be fun, and somehow related to the rest of the semester, through content or otherwise)
-   * **Point out the resources they can use to plan section** +   * Point out the resources they can use to plan section 
-   * **Help them create a section syllabus**+   * Help them create a section syllabus and a first day lesson plan
    * Think critically about what teaching means to them, what do they want out of this class and their teaching experience    * Think critically about what teaching means to them, what do they want out of this class and their teaching experience
  
 ======Lesson Plan====== ======Lesson Plan======
  
-=====Walk over to 264 Evans (10 min)=====+=====Walk over to 264 Evans (15 min)=====
  
   * The passcode to get into the discussion room is 1-9-4-4.    * The passcode to get into the discussion room is 1-9-4-4. 
  
-=====Introductions (20 min)=====+=====Introductions (15 min)=====
  
 ====On the board==== ====On the board====
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   * Any announcements?   * Any announcements?
      * Code for 264 Evans (1944)      * Code for 264 Evans (1944)
-     * Sign up for the class if you haven't done so yet (CCN: 06325). E-mail Dexter Stewart (dstewart@astro) if you get waitlisted. +     * Sign up for the class if you haven't done so yet (CCN 06254). E-mail Dexter Stewart (dstewart@astro) if you get wait-listed.
-     * Bring your semester schedules on Day 2?+
      * E-mail Nina Ruymaker (ninanina@berkeley) your full name, student ID, and card number (on the back, bottom right of card) to gain late night access to Evans.      * E-mail Nina Ruymaker (ninanina@berkeley) your full name, student ID, and card number (on the back, bottom right of card) to gain late night access to Evans.
  
 ====Introductory talking==== ====Introductory talking====
  
-  * Welcome to Astro 300: Instructional Techniques in Astronomy!  +  * Welcome to Astro 375: Instructional Techniques in Astronomy!  
-  * What to call us: Aaron and Josh+  * We will often slip up and call this course Astro 300.  
 +  * What to call us: Francesca, and Aaron 
 +  * Introduce Karto
   * What's our purpose in here?   * What's our purpose in here?
      * To give YOU the confidence to hold a discussion section.      * To give YOU the confidence to hold a discussion section.
-     * To bring to your discussion sections (and any future courses you may teach) confidence, enthusiasm, and good technique. What do you want your students to leave with at the end of your 50 minutes together? Keep this question in mind throughout the semester as you develop your own teaching philosophy. +     * To bring to your discussion sections (and any future courses you may teach) confidence, enthusiasm, and good technique.  
 +     * What do you want your students to leave with at the end of your 50 minutes together? Keep this question in mind throughout the semester as you develop your own teaching philosophy.  
 + 
 ====Pass Out and Fill Out Index Cards==== ====Pass Out and Fill Out Index Cards====
  
-  ***Last, First** (Front of card) +(Front of Card) 
-  ***E-mail** +  * Last, First 
-  ***Department or Major** (Front of card) +  * E-mail 
-  * Class you are teaching for +  * Dept or Major 
-  ***Year** +  * Year 
-  ***Hometown** +  * Class you are GSIing for (title and professor) 
-  *Astronomy Background + 
-  *Teaching Experience +(Back of Card) 
-  ***Enrolled in the course and/or section ** +  * Astro/Physics Background 
-  ***Reason for taking the course? ("because I need a science course" is a perfectly acceptable answer)** +  * Any prior teaching experience? 
-  * Poll the class to see who's enrolled in AY 300, Section 003 (CCN: 06325).  The number of credits is variable, but technically it's two credits for the course plus one discussion section and three credits for the course plus two discussion sections. If you get waitlisted in the class, E-mail Dexter Stewart (dstewart@astro) and ask to be added to the course. +  * Are you enrolled in Ay375?  
 + 
 +Getting this information from students is important for any first-day. Don't make it too long, but you could also include questions like 
 + 
 +  * Astronomy background 
 +  * Reason for taking the course? (remind them that "because I need a science course" is a perfectly acceptable answer!) 
 + 
 +**Instructors:** Poll the class to see who's enrolled in AY 375, Imke's section.  The number of credits is variable, but technically it's two credits for the course plus one discussion section and three credits for the course plus two discussion sections. If you get waitlisted in the class, E-mail Dexter Stewart (dstewart@astro) and ask to be added to the course. 
  
 ====Syllabus ==== ====Syllabus ====
  
-  * Hand out the [[astro300_f10:syllabus|syllabus]]. +  * Hand out the [[astro300_f13:syllabus|syllabus]]. 
-  * Hit the major points, but don't dwell on this (will return to it later)+  * Hit the major points (grading and attendance policy, includes brief mention of the various assignments, our goal is that the assignments will help you prepare and evaluate for section rather than being additional work on top of section), but don't dwell on this (will return to it later). 
 + 
 =====Icebreaking Activity (30 min)===== =====Icebreaking Activity (30 min)=====
  
 //Taken from {{:astro300_f10:desbien_modeling.pdf|Modelling Discourse Management}} by Desbien// //Taken from {{:astro300_f10:desbien_modeling.pdf|Modelling Discourse Management}} by Desbien//
  
-  * Put together a set of instructions on how to make a paper airplane in small groups (//We can change the specific activity used// Aaron: "I like the airplane idea, let's go with that.") +  * (10 min) Put together a set of instructions on how to make a paper airplane or the small object made of toothpicks and marshmellows in small groups. 
-     * This is the **only** instruction we will give +     * **Instructors**: This is the **only** instruction given. 
-     * Based on my experience with Compass, we need a specific time limit. Here, I say 10 minutes to make instructions, 10 minutes to interpret and build paper airplanes, 10 minutes of big group discussion of the activity. +  * (10 min) Exchange your instructions with another group and then follow the instructions //exactly// as written. 
-  * Collect instructions and exchange in between groups +     * Must interpret meaning of "lengthwise," etc. 
-  * Pass out instructions and tell to follow instructions //exactly// +     * Instructors are going around making groups question meanings of words (i.e., what is "lengthwise" if holding paper in landscape orientation, etc.)
-  * Must interpret meaning of "lengthwise," etc. +
-     * We are going around making them question these meanings (i.e., what is "lengthwise" if holding paper in landscape orientation, etc.)+
      * The idea is to get crazy things out of the instructions.      * The idea is to get crazy things out of the instructions.
-  * Bring together into circle and discuss the activity (We are also in the circle, if not completely outside it.)+  * (10 min) Bring together into circle and discuss the activity (Instructors are also in the circle).
      * Point out that this is how we will hold discussions in this class (**Precedent setting**)      * Point out that this is how we will hold discussions in this class (**Precedent setting**)
      * Questions:      * Questions:
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         * Terms/definitions must be agreed upon before being used         * Terms/definitions must be agreed upon before being used
         * Pictures are often better than words         * Pictures are often better than words
 +        * People come with prior knowledge of the material presented
  
 =====Concluding Remarks (2 mins)===== =====Concluding Remarks (2 mins)=====
 +Section is "closed" off as if a real day one section.
  
-   * Re-iteration that this is how they should expect classes to proceed in the future. +   * Re-iteration that this is how they should expect classes to proceed in the future: We will be working in groups, having class discussions, we will be doing small activities (not necessarily always making paper airplanes). 
-   * Announcement/reminder of any homework, etc.+   * We would also take this time to remind you about any important announcement/reminder of any homework, etc. 
 +   * (Feedback and Assessment) Answer on your notecard: 
 +      * Example of one you might ask: "What about section could have been improved? If everything was fine, draw a face representing how you feel about teaching." 
 +      * What we ask: "What is one characteristic of this section that you enjoyed and would like to incorporate into your section? If nothing, draw a sad face."
  
-   * Answer on your notecard: +===== BREAK (few mins) =====
-      * "What did you like best about the class? What could have been improved?"+
  
-===== BREAK (5 mins) ===== +=====General classroom setting (10 mins)===== 
-=====Recapping (40 mins)=====+Depending on whether or not this was discussed before the break:
  
-====General classroom setting (20 mins)==== +   * (5 min) Brainstorm in small groups about what we did/accomplished. Use the small whiteboards to make a list. Consider the following questions: 
- +
-   * Brainstorm in small groups about what we did/accomplished. Consider the following (//our ideas about these//): +
       * What atmosphere developed? How?        * What atmosphere developed? How? 
           * (//Comfortable (hopefully!) and collaborative. Humanizing ourselves with answers to questions, humor. Putting ourselves in the circle, not in front of the room.//)           * (//Comfortable (hopefully!) and collaborative. Humanizing ourselves with answers to questions, humor. Putting ourselves in the circle, not in front of the room.//)
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           * (//Group activity will be the main mode of learning. Students are responsible for developing main points. Consensus must be reached. Placing in small groups. Very little lecturing on our part. Not placing ourselves in front/middle, etc.//)           * (//Group activity will be the main mode of learning. Students are responsible for developing main points. Consensus must be reached. Placing in small groups. Very little lecturing on our part. Not placing ourselves in front/middle, etc.//)
       * What did you like? Not like?       * What did you like? Not like?
-      * Gather in big group and discuss what they came up with. Reach some consensus. +   * (5 min) Gather in big group and discuss what they came up with. Reach some consensus.
-====Syllabus: Ours and Yours (15 mins)====+
  
-  * Syllabus (and the other handouts we'll pass out later today) are all online on the [[:astro300_f10|course wiki page]]. It is useful to occasionally check for updates since the syllabus may evolve slightly (//e.g.//, the list and order of topics). +=====Syllabus: Ours and Yours (15 mins)===== 
-  * Discuss designing your own //section// syllabus (not a lecture syllabus): + 
-     * Brainstorm in small groups what makes a good syllabus? What about ours is good? What is missing? Use whiteboards!  +  * Syllabus (and the other handouts we'll pass out later today) are all online on the [[:astro300_f13|course wiki page]]. It is useful to occasionally check for updates since the syllabus may evolve slightly (//e.g.//, the list and order of topics). 
-     * Where we hope to get them: +  * (5 min) Discuss in groups the following questions: 
-        * There's no need to be very long or hard-edged. +     * Brainstorm in small groups what makes a good SECTION (not course) syllabus? What about ours is good? What is missing? Use the small whiteboards to make a list.  
-        * The course syllabus should have the key information, but you should emphasize your contact info and any section policies that you want to enforce. +     * (10 min) Gather in our circle and discuss/come to a consensus.   
-        * It's important to be yourself in your syllabus and try to strike the same tone and tenor as section will in general. +        * Where we hope to get them: 
-     * Gather in our circle and discuss/come to a consensus.  +           * There's no need to be very long or hard-edged. 
-   * Examples:+           * The course syllabus should have the key information, but you should emphasize your contact info and any section policies that you want to enforce. 
 +           * It's important to be yourself in your syllabus and try to strike the same tone and tenor as section will in general. 
 +   * More Examples:
      * {{:private:ebrb:firstday:perley_syll_a10.pdf|AY C10 Section Syllabus}} by Dan Perley.      * {{:private:ebrb:firstday:perley_syll_a10.pdf|AY C10 Section Syllabus}} by Dan Perley.
      * {{:private:ebrb:firstday:shiode_syllabus.pdf|AY C10 Section Syllabus}} by Josh Shiode from 2007.       * {{:private:ebrb:firstday:shiode_syllabus.pdf|AY C10 Section Syllabus}} by Josh Shiode from 2007. 
      * {{:private:ebrb:leesectionpolicy2009.pdf|AY C10 Section Syllabus}} by Aaron Lee from 2009.       * {{:private:ebrb:leesectionpolicy2009.pdf|AY C10 Section Syllabus}} by Aaron Lee from 2009. 
 +     * {{:private:ebrb:theresesection|Ay C10 Section Syllabus}} by Therese Jones from 2010.
 +
 +
 +=====General Resources (5 mins)=====
 +
 +  * Course website contains copies of handouts and links to relevant pages. Point out main lesson plans, assignments, and teaching log prompts. Tomorrow we'll visit the page again and talk about the EBRB and other links.
 +  * GSI Teaching and Resource Center Website. A wealth of information. 
 +  * We'll cover other resources tomorrow. 
 +  * EBRB?
 +
 +=====Your First Day (20 min)=====
  
-====General Resources (5 mins)====+   * Planning your first day.  
 +   * Remind them what we have showed them. 
 +   * Highlight the skeleton lesson plan given to them during the GSI all day conference. 
 +   * Other first day activities: 
 +      * Horoscope debunking 
 +      * History of universe timeline 
 +      * Sizes of solar system bodies (peppercorn Earth model) 
 +      * Distances between solar system bodies (paper tape model) 
 +      * "calendar" of universe's history 
 +      * Scales in astronomy (e.g., ctr of gal in Albeq. from my sections)
  
-  * Course website contains copies of handouts and links to relevant pages. (Perhaps show the webpage using an overhead projector. I can bring my laptop.) +    * Instructors will run through the main points for having a great first-day discussion section, highlighting the following: 
-  * Make an account on Badgrads so you can view the [[private:ebrb:home|EBRB]] and contribute to our course website.  +    * Pre-Section Prep --- Writing the syllabus (contains relevant info for section), showing up early, setting up before students arrive. 
-  * [[private:ebrb:home|EBRB]] Website. Examples and templates. Invaluable resource. No need to reinvent the wheel.  +    * Introductions --- Announcements, what to write on the board. Setting the tone. Ice breakers. 
-  * You might start thinking of how your own syllabus will look. We are happy to look over it for you when you have a draft. +    * Activities --- First-day activities. Getting students excited about astronomy! 
 +    * The role of the GSI --- Discussion leader, facilitator, companion. NOT a lecturer. 
 +    * Wrapping up section.  
 +    * Getting feedback.
  
 =====Assignment #1: assigned 8/24, due 8/25 (Last 5 min)===== =====Assignment #1: assigned 8/24, due 8/25 (Last 5 min)=====
  
-1. Make an account on the BadGrads website. +1. Draft a syllabus for your section. Bring a copy with you to Bootcamp Day 2.
  
-2. Look at sample syllabi on this page and draft a syllabus for your section (we will be happy to look them over after Day 2).+2. Draft (at least a skeleton) lesson plan for your first-day. Think about introductory materials/statements, icebreakers, activities, assessments, and the time each activity takes. What atmosphere do you want to create? How will you accomplish your goals? 
 +      * Based on today, you should be ready to put together at least the intro and icebreaker, but jot down some ideas for the rest. 
  
-3. Draft (at least a skeleton) lesson plan for your first-day. Think about introductory materials/statements, icebreakers, activities, assessments, and the time each activity takes. What atmosphere do you want to create? How will you accomplish your goals? +3. Write out your learning objectives for your first day lesson plan. Also include how you will assess whether these objectives were accomplished or not. 
-    * Based on today, you should be ready to put together at least the intro and icebreaker, but jot down some ideas for the rest. +
  
-**HW will not be this extensive in the future.**+4. The next time we meet will include a board work activity. Think of how you might explain the answer to the following questions if they were asked by one of your students. We will randomly assign one of these questions to you next time we meet. Aim to answer the question in 2-3 minutes.  
 +     * Why is this statement true? "If we were to measure Doppler shifts in spectra of Saturn's nearly edge-on rings, we would expect to see blueshifted lines on one side of the planet and redshifted lines on the other side.  
 +     * Why is this statement false? "It is easier to use parallax to measure distances to stars in distant galaxies."  
 +     * Why again is Venus's surface temperature higher than that of Mercury's? 
 +     * This homework question asks us to estimate how long it would take for us to lose sight of Jupiter (at 4 AU) if the Sun were to suddenly shut off (i.e., stop shining). The problem says we can assume the Sun-Earth-Jupiter system are all aligned, for simplicity.  
 +     * What does the professor mean by the "dark side of the Moon"? I said that part of the Moon never receives sunlight and got the question wrong.   
 +     * Why do atoms only accept photons of particular wavelengths?   
 +     * I have to compare the luminosity of two stars. One of them is twice as massive as the other and I know that L goes as the fourth power of M. There aren't enough numbers here for me to calculate the answer.  
 +     * Can you go over the homework problem: Two stars at the same distance from us are the same temperature, but one is a giant while the other is a dwarf. Which appears brighter? 
 +     * The Sun appears slightly bigger in the sky in January than it does in July. Given this information, for which month is the Earth moving faster around the Sun? 
 +    
  
-===== Other Reminders: (Last 5 min) =====+===== Other Reminders =====
  
-   * Enroll and complete the GSI Resource Center's [[http://gsi.berkeley.edu/ethics/index.html|Online Ethics Course]].  You are all required to enroll in this course and complete all five online modules during the first 3 weeks of the semester.  You can do one module at a time (or all of them at once) and each module will take anywhere from 20 to 45 minutes to complete. +   * Enroll and complete the GSI Resource Center's [[http://gsi.berkeley.edu/ethics/index.html|Online Ethics Course]].  You are all required to enroll in this course and complete all five online modules during the first 2 weeks of the semester.  
-   *Take a quick poll of who's finished it and who's started it.+   * Take a quick poll of who's finished it and who's started it.
    * All first time ASEs (Academic Student Employees) must attend the New ASE Orientation, which will include a 30-minute orientation by the university and a 30-minute presentation by UAW Local 2865.  The dates, times and locations for the Orientations can be found at http://hrweb.berkeley.edu/labor/ase_orientdate.htm    * All first time ASEs (Academic Student Employees) must attend the New ASE Orientation, which will include a 30-minute orientation by the university and a 30-minute presentation by UAW Local 2865.  The dates, times and locations for the Orientations can be found at http://hrweb.berkeley.edu/labor/ase_orientdate.htm
    * Poll who has a computer account and who receives ''astro.berkeley.edu'' email (or at least the first email I sent) in a timely manner.    * Poll who has a computer account and who receives ''astro.berkeley.edu'' email (or at least the first email I sent) in a timely manner.
-   * Remind everyone to see Nina Ruymaker (''ninanina@berkeley'') on the sixth floor of Campbell so that she can see your student ID and get it coded for entry into Evans after hours. Either Nina or Dexter Stewart can help you get keys, if necessary.+   * Remind everyone to see Nina Ruymaker (''ninanina@berkeley'' ; HFA building B) so that she can see your student ID and get it coded for entry into Evans after hours. 

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