EDST 007

1. EDST 007 Introduction to Physics and the Scientific Classroom M: 4-6:50pm

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 • 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. 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.

8. Getting to know you activity • Go around the room- say your name • Silently order yourself in alphabetical order

9. 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!

10. Human Knot

11. 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.”

12. 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.

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

14. 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

15. 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?

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

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

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

19. Getting the A

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

21. 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

22. 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)

23. K-What you already knowabout 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

24. 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

25. 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.

26. Text & Beyond (Required) • Berk, L., (2014). Exploring Lifespan Development 2nd Edition. Allyn & Bacon Publishing: Boston. • Sign up for wiki page: http://edst2003f13.wikispaces.com/

27. 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

28. 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.

29. 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).

30. 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!

31. 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?

32. 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).

33. 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).

34. Grading Scale

35. Do the work, and you’ll do well!

36. Schedule(Review and make changes)

37. RAR sign up game

38. WBS

39. 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