"The object in life is not to be on the side of the majority, but to escape finding oneself in the ranks of the insane." Marcus Aurelius (AD 121-180)
m1OASYS automation system
"Scientists aren't perfect, just peer reviewed.""Eye of Sauron Observatory", featuring "Sauron's Other Eye", 16" dob, conical Royce mirror.
Cactus Patch Observatory / 14" LX200
"The four points of the compass be logic, knowledge, wisdom, and the unknown. Some do bow in that final direction. Others advance upon it. To bow before the one is to lose sight of the three."
Orion xx14g Dob CPC 1100 w/Skywatcher 80ED piggybacked Coronado PST TMB 92L refractor AT Voyager mount Nexstar 6/8 mount Denk Big Easy binoviewers Oodles of eyepieces and other optical gadgets Past scopes Meade 8" reflector and 8" SCT
Michael Gilmer - Member of the Meteoritical Society & Collector of Falling Stars.
☄ ⒼⒶⓁⒶⒸⓉⒾⒸ ⓈⓉⓄⓃⒺ - www.galactic-stone.com
Quote:A set of skills isn't the same as gift. You use what you've got.
Quote:That's not teaching, it's lecturing
Orion XT12i with Swayze-refigured primary & Protostar secondary
Televue NP101 refractor
William Optics Megrez 90 refractor
Universal Astronomics Deluxe Mounts
Quote: I'd just quibble that in many cases, even though adults can show up for a class fully engaged and willing to listen, a boring lecturer can quickly disengage them.
Vixen 140mm Neo-achro, 2" AP Maxbright diagonal, 40mm Orion Optilux, 35mm, 30mm, 18mm, and 15mm Ultrascopic/Ultima, 28mm & 20mm ES 68, 19mm TV Panoptic, 5.5mm Meade UWA, 2.4x 2" Dakin barlow (prototype barrel),1.6x Antares barlow.
Quote:Our policy makers keep thinking that they can fix educational results by making the teachers jump through more hoops to prove we are "effective" while never pressuring the parents to likewise be more effective.
Skip Celestron NexStar 6SE Orion SkyQuest XT10i Intelliscope Lots of cheap (inexpensive) glass and a bunch of other astro-stuff. Fort Worth Astronomical Society Austin Astronomical Society
Quote:As a science teacher let me share a few of the challenges in teaching science to high school students:1. Packed curriculum. I'm a firm believer in the less is more approach to education. In other words I would rather cover fewer concepts in more depth so that they have actual meaning than to cover a huge range of concepts in such shallow depth that they become a string of memorized facts. Unfortunately - state curricula typically try to pack in way too much material - and then leave all of it subject to the state "standardized" tests.2. Standardized tests. It is a significant challenge to teach any content laden subject - such as science - and not find yourself tailoring instruction to the end of the year state exam. Frankly, in the Chemistry curriculum I teach for New York state, there are too many things that might be on the test that I feel cannot be taught to the level of depth for any real understanding or I would not "get through all the material" (a popular refrain among teachers dealing with an overpacked state curriculum) students need to "know" for the state exam.3. Math skills. When you teach a science - the reality is that many of the concepts are better understood if the students can handle some math. Unfortunately, the last 15 years has seen a big push to revise math curricula and make students learn concepts earlier than they are developmentally ready to learn. There is also less emphasis in the early grades on memorization of basic math facts. So when they get to high school science too many of them are not proficient enough in the basic math operations to really keep up with the calculation work that helps expand an understanding of science concepts.4. If it is not Edutainment it is poor teaching. By the time students get to high school they've had years of intruction in which "fun" is the eductational objective. To be considered a good teacher we must be "edutainers". Now there is a certain amount of real need here. You're not doing a good job as a teacher if you don't "engage" most of your students in the learning process. However, by the time students get to high school they've spent years doing "projects" ( ie. meaningless powerpoints and coloring activities) and working in groups on "cooperative learning" activities, and listening to teachers apologize to the students any time they have to present material via lecture "Now I know this isn't going to be real exciting but we need to get through this."And in that climate as a high school teacher you have to be a really good lecturer to engage your students - especially as a science teacher because science is such a content driven subject. So I do understand the premise behind this thread - and some of the teaching approaches described in this thread are simply horrendous. I have my own examples. My daughter's have a history teacher that simply assigns questions at the end of the chapter of the book. He became so predictable that my daughters started doing the questions ahead of time. When he gave the assignment they would walk up and hand it to him as soon as he finished stating what it was. Pretty funny tactic on their part, but it hasn't changed his teaching strategies as my subsequent daughters have found out. 5. Teachers as the scapegoat. There has been a belief in our society that failures in education rest solely on the shoulders of the teachers. The belief is that to fix education we must fix the way teachers teach. Certainly you can identify bad teachers, but that is only part of the puzzle. The bigger part is bad parenting. Why is it that whenever I get a student from family "X" they are "A" students and students from family "Y" are "F" students? It couldn't possibly be that the students from family X are expected to study for their classes and get high grades whereas in family Y the parents never read to their kids when they were young, never made education a priority, or even pay attention to what their kids are doing? No - it is always the teachers fault. Our policy makers keep thinking that they can fix educational results by making the teachers jump through more hoops to prove we are "effective" while never pressuring the parents to likewise be more effective. Dave
Stuff to look at stars and things Scopes For Kids Project
Factor in NCLB and one can see why young people like me changed from a science education career.
Quote:never pressuring the parents to likewise be more effective.