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astro300_f13:day14 [2013/11/21 01:51] – [General Takeaways] f.fornasini | astro300_f13:day14 [2014/11/25 00:20] (current) – a_lee | ||
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+ | ====== AY 375 Fall 2013: Fourteenth Day Plan ====== | ||
+ | Today we'll continue talking about your Design-A-Section projects and our third special topic: student motivation and restructuring science courses. | ||
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+ | ====General Takeaways==== | ||
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+ | - The way most science classes are currently structured gives students the impression that science consists in memorizing facts and discovering new facts through a very straightforward, | ||
+ | - If we want our students to think more like scientists and to have an understanding of the scientific process that's truer to reality (its nonlinearity, | ||
+ | - c | ||
+ | - v | ||
+ | - b | ||
+ | - f | ||
+ | - s | ||
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+ | =====Design-A-Section Discussion (20 minutes)===== | ||
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+ | Have people pair up and share their lecture notes, section activity ideas, and questions with each other. Instructors will roam around and offer suggestions and comments. | ||
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+ | Wrap up with instructors reminding everyone what happens in two weeks. | ||
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+ | Emphasize that learning objectives should be precise and that your lesson plan should refer back to these objectives. | ||
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+ | =====Walk / Section Recap (20 minutes)===== | ||
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+ | Open the floor (path?) up for general questions and sharing about how sections are going. Some questions include: | ||
+ | * What did you do? | ||
+ | * How did you implement your activities? | ||
+ | * What worked? | ||
+ | * What didn't work? | ||
+ | * What would you do differently? | ||
+ | * How did you assess learning? | ||
+ | * Did you receive any unexpected questions/ | ||
+ | * Did anything unexpected happen? | ||
+ | * What were you thinking about while you were running section? Any moments of panic? | ||
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+ | =====Ignorance Discussion (rest of minutes)===== | ||
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+ | Discussion questions: | ||
+ | - Firestein talks about the fact that many of the popular models/ | ||
+ | - Do you agree with Firestein' | ||
+ | - If we don't want students to think of science as the regurgitation of facts, we need to restructure our courses, and, in particular, rethink the way we assess/ | ||
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+ | Francesca' | ||
+ | -The focus of science is what remains to be done. " | ||
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+ | Aaron' | ||
+ | - Staurt' | ||
+ | - His argument, and one that is supported by the video, is that we should adopt a problem-oriented approach to teaching: all aspects of student work is coordinated around a seminal or ‘capstone’ problem which students work on for a significant amount of time, if not through an entire school term. Everything is done towards creating solutions to relevant problems (even if the students don't necessarily know the problems at first). | ||
+ | - How do we do this? Based on four ideas: first, insuring coherence and transparency; | ||
+ | - Course objectives often tend to remain abstractions, | ||
+ | - Alliance-building means establishing a partnership in which instructors and students together dedicate themselves to tackling meaningful problems or issues of enduring importance and complex enough to command the best that each has to offer. In short, problem solving can create a rallying point for like minds and talents. | ||
+ | - In a problem-focused approach, the problem itself becomes the final arbitrary of ‘excellence’. The quality of student contributions can now be tied objectively to the question of how effective their work is in creating progress toward solutions judged against such absolute, merit-based criteria as practicality, | ||
+ | - The theme of problem solving exudes a sense mystery and intrigue—it is said that everyone loves a mystery, and for this reason problem solving is potentially ‘reward rich’ in intrinsic payoffs that sustain task engagement. There is the pleasure of satisfying one’s curiosity and of making discoveries in the service of achieving something personally meaningful and worthwhile. | ||
+ | =====Homework for next time===== | ||
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+ | Class will not meet next week. Prepare for Design-A-Section presentations, |