Fall 2011 Day 1

Daily Schedule
Reflections

Peer Instructor Reflection

Fall 2011: Day 1
Written by: Lindsay Carlton*

Tuesday, September 27th started off as the first day always does in Emily’s classes: she introduced the course, Dr. Henri Jansen (Chair of the Physics Department), and I introduced myself. Dr. Jansen spoke about the importance of integrating literacy learning into all subject areas of the classroom (including science curriculum).

Next, I asked students to think about a particular time in their childhood when they learned about light. I encouraged them to think about what it was about that particular experience that stood out to them—what made it special? I asked them to draw a representation of themselves in that experience. The students had some trouble getting started so I shared some of my personal experiences with them and that seemed to help get them going. Afterwards, they spoke about what aspects fostered their learning in a large group discussion. Some of the things they came up with were:

   •	Hands-on learning
   •	Going outside of the classroom
   •	Not learning from a textbook
   •	Teachers that are excited/interested in what they’re teaching
   •	FUN!

Emily (and I) will try to incorporate all of the aspects which fostered their science learning into this course.

Next the class completed a diagnostic which documents their thoughts about light. At the end of the term these diagnostics will be returned to them and they will be able to see the progress they’ve made in their understanding!

Since Tuesday wasn’t a particularly sunny day, we had to stay inside. I set a basketball on a stool in the middle of the classroom. Emily turned all the lights out and left only a lamp on. We asked the students:

   •	How can you see the basketball?
   •	How can your classmates on the other side of the classroom see the basketball?
   •	Explain with words and a sketch.

When they revealed their thoughts, most of the students came up with the same ideas and had very similar sketches.

Next, Emily had all the students gather around a filament light bulb. First we discussed what filament is by asking them, “how would you describe this light bulb?” Most students weren’t aware of what a filament is. We also asked them:

   •	What do you predict you will see when we turn on the light?
   •	Why do you think that?
   •	What are the ideas you have just heard expressed—what are other possibilities?

We turned out the classroom lights and turned on the light bulb. Many students were surprised that the light wasn’t concentrated in one particular area, but was instead dispersed evenly. We developed the powerful idea: light leaves its source in all directions.

Next we encouraged the class to think and discuss:

   •	What is a shadow?
   •	What conditions are necessary for a shadow to be formed?

Emily and I passed out materials for the students to experiment with (wood—to block out light, lamps, meter sticks). While I was rotating around, I noticed that most students were confused by the open exploration. Most of them didn’t know how to get started or even what it was that they were supposed to discover. Most of us college students are used to having a goal or objective in mind when starting a project. Having time to explore with materials isn’t something that typically happens in college classrooms. Eventually the students began exploring and were able to discover the next powerful idea: light travels in straight lines.

Overall, I feel like our first day was a success! My nerves have really calmed down and I feel more confident as a peer instructor.