| Both sides previous revisionPrevious revisionNext revision | Previous revision |
| astro300_f13:day13 [2013/11/13 22:38] – [The Hidden Curriculum (50 minutes)] a_lee | astro300_f13:day13 [2013/11/14 01:02] (current) – [The Hidden Curriculum (50 minutes)] f.fornasini |
|---|
| =====The Hidden Curriculum (50 minutes) ===== | =====The Hidden Curriculum (50 minutes) ===== |
| |
| Discuss the following questions, first in small groups, then as a class: | Discuss the following questions: |
| |
| - What does Redish define as the "hidden curriculum"? He gives an example for a physics class, which is also appropriate for upper-level astronomy courses. What do you think should be on the hidden curriculum be for an introductory astronomy course? | - Class: What does Redish define as the "hidden curriculum"? |
| - Redish identifies three stages of "knowing" when discussing student expectations of learning science: a received stage, a subjective stage, and a consciously constructivist stage. Which of these, if any, have you noticed among your students? How can we help students transition from thinking of scientific knowledge as received vs. constructed? | - Small groups: He gives an example for a physics class, which is also appropriate for upper-level astronomy courses. What do you think the hidden curriculum should be for an introductory astronomy course? |
| - What did you find most shocking/revealing/surprising from Table 3.2? Do you expect the same trends might exist for your course? | - Class: Redish identifies three stages of "knowing" when discussing student expectations of learning science: a received stage, a subjective stage, and a consciously constructivist stage. Which of these, if any, have you noticed among your students? |
| - Redish talks about metacognition and an example of how to foster it in the classroom. Do you think that Schoenfeld's questions could be used in astronomy classrooms to help students become aware and control their thinking processes? | - Small groups, class share: How can we help students transition from thinking of scientific knowledge as received vs. constructed? |
| - What role do you think showmanship plays in a classroom? Is it superfluous, nice if it happens, necessary, or crucial? | - Class: What did you find most shocking/revealing/surprising from Table 3.2? Do you expect the same trends might exist for your course? Why? |
| - How can we help students who feel like they just can't do physics or math (for self-image reasons, including gender threat)? | - Small groups, class share: Redish talks about metacognition and an example of how to foster it in the classroom. Do you think that Schoenfeld's questions could be used in astronomy classrooms to help students become aware and control their thinking processes? Ideas of other ways to foster metacognition? |
| | - Class: What role do you think showmanship plays in a classroom? Is it superfluous, nice if it happens, necessary, or crucial? |
| | - Class: How can we help students who feel like they just can't do physics or math (for self-image reasons, including gender threat)? |
| |
| ===== Homework For Next Time===== | ===== Homework For Next Time===== |
