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EDST 007

EDST 007. Introduction to Physics and the Scientific Classroom T/R : 2 -3:20 pm. Physics and the Classroom: Required Textbook. Meet your instructor:. Instructor: Jennifer Killham Email: jenniferkillham@gmail.com Phone: 630.408.6088 (call or text)

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EDST 007

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  1. EDST 007 Introduction to Physics and the Scientific Classroom T/R: 2-3:20 pm

  2. Physics and the Classroom:Required Textbook

  3. 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/

  4. Getting to know Jennifer Team A: Been in class with me before Team B: New to classes with me Task: Describe the type of teacher, instruction, and learning environment you would like best • Task: Describe me as a person, teacher, and the learning environment you remember

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

  6. 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.

  7. Be the music makers • https://www.youtube.com/watch?v=R15AS5LIJWI

  8. Student Introductions • Find a person you do not know. Share: • Name • Major/area of study • One interesting thing you did over summer break

  9. Getting to know you activity • Silently place yourself in line in alphabetical order

  10. Human Knot

  11. Why are we introducing ourselves this way? What matters for pre-adolescents: • Social interactions • Peer acceptance & social comparison • Cooperative learning • Constructivist classrooms Things 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?

  12. 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.

  13. 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.

  14. Text & Beyond (Required) • Berk, L., (2014). Exploring Lifespan Development 2nd Edition. Allyn & Bacon Publishing: Boston. • Sign up for wiki page: http://edst2002f13.wikispaces.com/

  15. 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).

  16. 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!

  17. 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?

  18. 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.

  19. KWL chart/curiosities • K-What you already know about Pre-adolescent psych • W-What you wantto know about PAP • L-What you learned (revisit this later in semester)

  20. K-What you already knowabout PAP • Individually: • Draft a list of what you already know

  21. 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

  22. Your Expectations • Find another partner pair: • What do you want to get out of this class?

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

  24. Getting the A

  25. I am here to help, but… • You have to carry your own weight!

  26. Do the work, and you’ll do well!

  27. 1) First, talk to me! Let’s work together! • 2) If I can’t fix it, talk to Dr. Marcus Johnson http://cech.uc.edu/education/employees.html?eid=johns3m2

  28. 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/ ).

  29. 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.

  30. 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.

  31. 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).

  32. Grading Scale

  33. Schedule(Review and make changes)

  34. RAR sign up game

  35. 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

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