EDST 007Introduction to Physics and the Scientific Classroom

T/R: 2-3:20 pm

Don’t get too comfortable in your chair! We will move around!

Physics and the Classroom:Required Textbook

Meet your instructor:

Instructor: Jennifer Killham Email: jenniferkillham@gmail.com Phone: 630.408.6088 (call or text) Office: Edwards Hall 2150 (2110D) 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 Jennifer

Team 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.

Be the music makers

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

Getting to know you activity

Silently place yourself in line in alphabetical order

What about in order by height? (Think about how adolescents might react to this.)

Why are you here introductions Go around the room, introduce yourself,

major, and tell me why you signed up for the course

Student Introductions Share with Group 1 (M/F):

Name One interesting thing you did over summer

break Share with Group 2 (M/F switch):

Name Free choice topic

Share with Group 3 (co-ed): Name Major/area of study Free choice

Connect this activity to adolescents If we did this with adolescents, what

would we notice?

Course Description An examination of factors involved in

the physical, behavioral, social-emotional, cultural, cognitive, and personality development of adolescence and adulthood. The influences of the family, the community, peers, and the work experience will also be discussed.

Course Objectives Understand principles and selected theories associated

with cognitive, social-emotional, language, personality, and physical development in adolescence and adulthood;

Identify processes of development, significant milestones, and behaviors which are common to adolescent and adult development;

Understand variations in adolescent and adult development, specifically multi-cultural differences and developmental disruptions (e.g., divorce, death, etc.);

Define the integral role of the family in the developmental cycle.

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

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

Sign up for wiki page: http://edst2002f13.wikispaces.com/

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 an 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?

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.

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

W-What you want to know about PAP

Individually: Write 3 things you want to know about

AAP (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

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!

Do the work, and you’ll do well!

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

Adolescence Observation Final Term Project

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

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.

See the class wiki page for more details (http://edst2002f13.wikispaces.com/ ).

Older Adult Project You will work in a group to prepare an

interactive project working with older adults. You are required to spend a minimum of 1

hour with direct contact with older adults. Projects must be approved by the instructor. You will post a brief reflection and picture of

your project on your wiki page.

Exams

You will have an exam over the adolescence chapters (see calendar for the scheduled date).

You will be given ample time and material to prepare for this exam; however, success on the exam depends on your active participation during class meetings.

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 = 10%  Group Presentation = 15% Adolescence Observation Term Project = 25% Older Adult Project = 15%  Exam = 20%

Schedule(Review and make changes)

RAR sign up game

End of class reminders: Purchase book Bring book to class 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