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| astro300_f11:day3 [2011/08/29 05:29] – 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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| * 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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