EDST 007

EDST 007Introduction to Physics and the Scientific Classroom

M: 4-6:50pm

Physics and the Classroom:Required Textbook

Meet your instructor:

Instructor: Jennifer Killham Email: [email protected] Phone: 630.408.6088 (call or text) Office: Edwards Hall 2150 Office Hours: By appointment via office,

phone, Skype, or Internet call (e.g. Google hangout)

Website: https://sites.google.com/site/jenniferkillham/

Getting to know JenniferTeam A: Been in class with me before Task: Describe me as

a person, teacher, and the learning environment you remember

Team B: New to classes with me Task: Describe the

type of teacher, instruction, and learning environment you would like best

Jennifer Born near Chicago Like free stuff Speak a little bit of Dutch Active on campus Love traveling Research focuses on games and play

Teaching to Inspire As a teacher, I see myself as a facilitator,

thought provocateur, and mentor. I enter into the teaching and learning relationship with the desire for my students to succeed.

My teaching philosophy involves these four interwoven pillars: 1) a disposition of care, 2) customization, 3) deliberate teaching techniques, 4) authentic assessment.

1) A disposition of care Fostering an inclusive space which is person-

centered. I pride myself on knowing each student to the best of my ability.

I strive to understand what my students are experiencing outside my classroom. (e.g. 10 minute transition before class for lunch)

I believe strongly in creating safe learning spaces for all learner regardless of race, class, religion, abilities, gender, and sexual orientation. I promote socially just teacher dispositions.

Getting to know you activity

Go around the room- say your name Silently order yourself in alphabetical

order

2) Customization  The recognition of interactivity and responsiveness

to the needs of my students. In my role as a teacher, I listen, perceive,

recognize, validate, redirect, honor, contribute, and work with my students as they both encounter challenges and excel.

I strike a balance between providing clear guidelines and room for creative exploration. This can feel like disorganization at time. Talk to me about your concerns.

I believe in early-term evaluations. So, tell me what works and does not work.

I tailor my course to my student’s academic interests. So, tell me what you are interested in!

Human Knot

3) Deliberate teaching techniques The application of best practices, staying current

through professional development workshops, and articulating for my students how my learning objectives shape our lessons.

The importance of articulating why I do the things I do in the classroom as a way of increasing the student’s sense of a “need to know” and buy-in to the relevancy of the curriculum to their lives.

Nothing is busy work. If you don’t like it, tell me! We can change it.

“Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.”

4) Authentic assessment My students are actively involved in a feedback

loop. I believe in the importance of students taking a

degree of ownership over the assessment process while simultaneously providing the expectations for the course.

We will look at syllabus together. Make changes as need.

To achieve an authentic exchange, I believe in the importance of being present for my students during and outside of class to attend to their questions, review their assignments, and ensuring course material is up-to-date.

Be the music makers

https://www.youtube.com/watch?v=R15AS5LIJWI

Student Introductions Find a person you do not know. Share:

Name Major/area of study One interesting thing you did over

summer break Create a handshake (to teach class)

Think about why I would ask you to do this for our class and how it relates to the material

Why are we introducing ourselves this way?What matters for pre-adolescents: Social interactions Peer acceptance & social comparison Cooperative learning Constructivist classroomsThings to think about: Divergent thinking- what’s a handshake? How do we

support divergent thinkers? Cultural influences Who plays with who? Why should we care about stuff outside the classroom?

How might this be different with kids age 6-11 years old? (add)

Your Expectations Find another partner pair:

What do you want to get out of this class?

What do you want to get out of this class? List:

Getting the A

I am here to help, but… You have to

carry your own weight!

1) First, talk to me! Let’s work together! 2) If I can’t fix it, talk to Dr. Marcus

Johnsonhttp://cech.uc.edu/education/employees.html?eid=johns3m2

KWL chart/curiosities K-What you already know about Pre-

adolescent psych W-What you want to know about PAP L-What you learned (revisit this later in

semester)

K-What you already know about PAP

Individually: Draft a list of what you already know (You will turn this in to Jennifer after

activity) Group work:

Pass out cards Find matching numbers Hearts collect cards and return to Jennifer Share your list with the group

W-What you want to know about PAP

Individually: Write 3 things you want to know about

PAP (add this to your wiki via the template

later)

As a class: Introduce yourself Say at least one thing you’d like to know

more about

Course Description An examination of the factors involved

in the physical, behavioral, social-emotional, cultural, cognitive, and personality development of children between the ages of 6-12. The influences of the family, the community, peers, and the work experience will also be discussed.

Text & Beyond (Required) Berk, L., (2014). Exploring Lifespan

Development 2nd Edition. Allyn & Bacon Publishing: Boston.

Sign up for wiki page: http://edst2003f13.wikispaces.com/

Course Objectives Understand principles and selected theories associated

with cognitive, social-emotional, language, personality, and physical development during preadolescence.

Identify processes of development, significant milestones, and behavior which is common to preadolescent development.

Understand variations in preadolescent development, specifically multi-cultural differences and developmental disruptions (e.g. divorce, bullying, etc)

Define the integral role of the family in the development cycle

Attendance Students are expected to attend all classes because the course

is participatory in nature. Attendance will be taken in class, by collection of attendance

sheets, assessments, quizzes, online discussions, and/or question logs. Attendance will be taken 10 times throughout the academic term. Each recorded attendance will be worth 1% of students’ course grade. Each absence will be penalized by 1% of students’ course grade.

No side conversations, texting, or off topic typing while others are talking.

Reading text and reserved materials You are expected to read all of the assigned

material prior to coming to class. You will be asked to apply the material in the textbook to class activities and discussions. You will be asked to formulate questions about what you read (see RAR description below).

Based on the readings, you will be required to do a group presentation during the second half of the course (see schedule for details).

RAR: Review, Apply, Reflect You will be asked to generate questions about

sections of the assigned chapter using the review, apply reflect format found in the text. An example of this format can be found on page 261 of your textbook. All RARs will be posted on your individual wiki page using the provided template. It is the student’s responsibility to ensure material is posted properly and on time.

We will answer these in class with group activities!

Posting using the wiki template!

RAR Example on Math (pp. 238- 239) Review:

Cite evidence that school-age children view the mind as n active constructive agent.

Apply: After viewing a slideshow on endangered species,

second and fifth graders were asked to remember as many animals as they could. Explain why fifth graders recalled more than second graders.

Reflect: In elementary school math education, how much

emphasis was placed on computational drill and how much on understanding concepts? How did this affect your interest in math?

Pre-Adolescence Observation Final Term Project

Observe or interview pre-adolescents in a setting of your choice (location must be approved by the instructor) 5 hours. Be creative in your site selection, and consider diverse learning settings. This

can be at home, in your neighborhood, on campus, etc. You will post your observation location on your wiki page, using the

prompts provided on the template, in order to receive approval. After receiving instructor approval, you will complete your 5 hours.

Throughout the term, you will be asked to share your reflections from your observation hours and connect your observations to the chapters covered. You will be given time at the end of the term to complete a reflective assignment, if needed. However, it is recommended to keep up with the work as it moved along.

Each week, students will open the class with time to share observations and connect it to the material covered the week prior (as a form of review).

Research Activity Students will be asked to participate in THREE (3) research

activities to receive full credit (5% of the course grade). This may be accomplished by participating in an approved research study, and/or completing an alternative reading assignment.

Both the announcements for approved research studies and description of the alternative reading assignment will be posted on http://uc-edst.sona-systems.com/. There, students can follow the instructions provided.

Students who wish to participate in a research study may be penalized, if they sign-up for a study and do NOT show up or participate at the allotted time. The penalty for this will be to complete an additional research credit (i.e. participate in another study or reading assignment).

Grading Scale93 – 100 = A90 – 92 = A-87 – 89 = B+83 – 86 = B80 – 82 = B-77 – 79 = C+73 – 76 = C70 – 72 = C-67 – 69 = D+63 – 66 = D60 – 62 = D-00 – 59 = F

Participation/Attendance = 10% Research Activity = 5% RAR Reading Assignments = 20%  Group Game = 15%  Group Chapter Presentation = 20% Pre-Adolescence Observation Term Project = 30%  

Do the work, and you’ll do well!

Schedule(Review and make changes)

Week Date Course Agenda 

Assignments/Misc.

Week 1 Aug. 26 Material Covered:-Course Introduction-Importance of social development (games, play, relationships)  Activities:-Assignment signup-KWL Chart & curiosities

Week 2 Sept. 2* No class- Labor Day Observed  

Week 3 Sept. 9 Material Covered:-Physical Development (body, nutrition, illness)-Physical Development (sex differences, play and sports)-Physical Development (perspective taking in games, competition)-Discussion-How do we see the course concepts in current events?   

Due 9/9:-Sign up for wiki-KWL chart and curiosities-Bring your textbook on 9/9-Observation sites selected -Read material-RAR for physical dev.  Recommended for week 2:-Set up observation schedule 

RAR sign up game

WBS

End of class reminders: Read Purchase book Sign up for wiki: http://edst2002f13.wikispaces.com/ Set up your page using record of assignments template On your wiki template: Insert a picture of yourself Complete the W from KWL- what you want to know Complete the RAR for physical development Post desired observation site on the wiki RAR for physical development from readings Come dressed to be active next class