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| astro300_f11:day3 [2011/08/29 04:25] – a_lee | astro300_f11:day3 [2013/08/30 03:38] (current) – a_lee | ||
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| - | ======AY | + | ======AY |
| - | =====Preface===== | ||
| - | Today' | + | |
| + | Discuss | ||
| ==== GOALS ==== | ==== GOALS ==== | ||
| - | * Review the ethics policies of UC Berkeley. | ||
| * Understand the role of group work versus lecturing. | * Understand the role of group work versus lecturing. | ||
| * Review the role of TALC, The Astronomy Learning Center. | * Review the role of TALC, The Astronomy Learning Center. | ||
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| =====Teaching Math (45 min)===== | =====Teaching Math (45 min)===== | ||
| - | Therese, you said you had some ideas for this. How about you take the lead. | + | Math Anxiety |
| + | * 93% of adults identify as being bad at math | ||
| + | * Different components: general dislike of math, fear of boardwork/ | ||
| + | |||
| + | What to do to counter it: | ||
| + | * Never assume a math step is obvious | ||
| + | * Write all steps on the board | ||
| + | * Don't erase | ||
| + | * Explain in words | ||
| + | * Group work | ||
| + | * Have students write on the board as much as possible, and explain in groups to the class or each other. | ||
| + | * Try out conceptual math | ||
| + | * Get students to think about whether or not their answer makes sense on a qualitative scale before moving to a | ||
| + | | ||
| + | * Make the fraction of your class that is equation-based similar to that of exams | ||
| + | * Emphasize office hours/ | ||
| + | |||
| + | Lecture tutorials: | ||
| + | * Developed as an activity for large lecture classes-- lecture the first ~30 minutes, complete the activity in | ||
| + | | ||
| + | * However, written with lots of useful techniques for section | ||
| + | |||
| + | ====Do Lecture tutorial example=== | ||
| + | * What did you notice about the activity and implementation? | ||
| + | * Scaffolding | ||
| + | * Don't spend excessive amounts of time with any one group | ||
| + | * Get them to read the problem aloud-- can solve many issues | ||
| + | * Emphasize the need to work together | ||
| + | * Push students to keep them attentive | ||
| =====BREAK (5 min)===== | =====BREAK (5 min)===== | ||
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| * Example: Suppose you hand out a worksheet that has six questions. Go through the first two questions of a worksheet on the board (with varying amounts of feedback from students). Then have students work on the next two questions (which are similar but different to the earlier questions) in groups. Then have the class explain to you how to solve question 5 (and do so on the board). Ask for a volunteer to do question 6. | * Example: Suppose you hand out a worksheet that has six questions. Go through the first two questions of a worksheet on the board (with varying amounts of feedback from students). Then have students work on the next two questions (which are similar but different to the earlier questions) in groups. Then have the class explain to you how to solve question 5 (and do so on the board). Ask for a volunteer to do question 6. | ||
| * Students learn in different ways, so variety is a good thing. | * Students learn in different ways, so variety is a good thing. | ||
| + | - **Activity Stations** | ||
| + | * Break the class into a few stations (3 is ideal), where one station deals with one aspect of what you want to cover in section that day. | ||
| + | * Have the class break into groups of three, one for each station. | ||
| + | * Each group spends 15 minutes at each station, then rotates. | ||
| + | * Each station could be either a demo, hands-on activity, some worksheet questions. | ||
| + | * Instructor must be very careful with timing so they can make it around to each group every 15 minutes to assess. | ||
| - **Open-ended Questions / Case Studies (e.g., Think Like an Astronomer)** | - **Open-ended Questions / Case Studies (e.g., Think Like an Astronomer)** | ||
| * One thing that makes discussion difficult in science courses is that most of our questions have a single " | * One thing that makes discussion difficult in science courses is that most of our questions have a single " | ||
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| * e.g., Give each group a budget and a catalog that includes costs of telescopes, mirrors, equipment, launching into space, etc. Have them come up with a plan to build a telescope at some particular wavelength (having to weigh whether it is in space, what resolution it will have, etc.). | * e.g., Give each group a budget and a catalog that includes costs of telescopes, mirrors, equipment, launching into space, etc. Have them come up with a plan to build a telescope at some particular wavelength (having to weigh whether it is in space, what resolution it will have, etc.). | ||
| * e.g., Have students reproduce the thought process of famous astronomers and scientists (e.g., Hubble' | * e.g., Have students reproduce the thought process of famous astronomers and scientists (e.g., Hubble' | ||
| + | - **Send-A-Problem** | ||
| + | * Have each group try to solve a different problem related to material covered in section/ | ||
| + | * Each group them gives their problem and suggested solution to a different group, which then evaluates the solution and offers corrections. | ||
| + | * That group then gives their altered solution to another group, who provides the final evaluation. | ||
| + | * Good for lengthy 7a/7b type problems or problems involving multiple steps. Has groups practice group thinking and comparing/ | ||
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| =====Planning Section (remaining time)===== | =====Planning Section (remaining time)===== | ||
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