AY 300 - Fall 2009: First Day Lesson Plan

Don't tell them anything, start the day exactly as we would in an AY10 classroom. Just say, today we are going to hold class in 264 Evans, where you will all be leading sections (also probably point out the code as we enter the room).

During all discussions, Aaron and Josh are circling the room and seeding ideas in groups, which they will bring into the class-wide discussion.

Start with article on tables, for them to read as they file in.. perhaps "Science is Hard"?? This is how I start my classes, but I think this is very much optional. AL: I would say cut this for now, but perhaps we could do this at the start of one of the other 300 classes to show an example of how this is done.

• Our names
• Classroom time and location for Day 2 (and usual time during the semester?)
• Any announcements?
  • Code for 264 Evans
  • Sign up for the class if you haven't done so yet (course ID number)
  • Bring your semester schedules on Day 2?

• Welcome to Astro 300: Instructional Techniques in Astronomy!
• What to call us
• What's our purpose in here?

• Discuss in your groups
• Gather up in the center of the room in a circle and discuss as a group.

• Last, First
• E-mail
• Department or Major
• Year
• Hometown
• Astronomy Background
• Teaching Experience
• Enrolled in the course and/or section?
  • Poll the class to see who's enrolled in AY 300, Section 003 (CCN: 06960). 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.
• Reason for taking the course? (“because I need a science course” is a perfectly acceptable answer)

• Hand out the syllabus.
• Hit the major points, but don't dwell on this (will return to it later)

Taken from 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)
  • This is the only instruction we will give
• Collect instructions and exchange in between groups
• Pass out instructions and tell to follow instructions exactly
• 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.
• Bring together into circle and discuss the activity (We are also in the circle, if not completely outside it.)
  • Point out that this is how we will hold discussions in this class (Precedent setting)
  • Questions:
    • Why did we get crazy-looking airplanes?
    • What terms were ambigous?
    • What assumptions needed to be made that weren't explicit
    • Why would we do this?
  • Where we hope to get them (meaning consensus):
    • Terms/definitions must be agreed upon before being used
    • Pictures are often better than words

• Re-iteration that this is how they should expect classes to proceed in the future.
• Announcement/reminder of any homework, etc.

• Brainstorm in small groups about what we did/accomplished. Consider the following (our ideas about these):
  • 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.
  • What precedents were set? How (be specific)? 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? ??
• Gather in big group and discuss what they came up with. Reach some consensus.

• Syllabus (and the other handouts I'll pass out later today) are all online on the 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).
• 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!
  • Where we hope to get them:
    • There's no need to be very long or hard-edged.
    • 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.
  • Gather in our circle and discuss/come to a consensus

• In Ay 300, what do you fear? Want to learn? Want to practice?
• Get answers from the class and list them on the the board.
• Ay 300 instructor should add 1 or 2 things not listed that they'd like to teach (how to deal with disrespectful students, how to engage students, etc.).
• GSIs could do something like this for their first AY 10 section but asking for astronomy topics that their students would like to learn about.
• Use good boardwork

In at least one paragraph, but not more than one page, describe the best/most memorable (in a good way) teacher you've ever had and why they had such an impact on you. Be prepared to briefly discuss what made them such a great teacher at the beginning of the next class.

• Enroll and complete the GSI Resource Center's 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.
• 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
• 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 Robert Magtibay (magtibay@astro) in 601C Campbell so that he can see your student ID and get it coded for entry into Evans after hours.