Oct 5: entrance slip

Unfortunately, I must disagree with several points made in the article. My personal feeling is that the article is, regrettably, too biased. It seems to want to diminish the usage of grids, portraying alternatives as superior. In my view, adhering strictly to grids and exploring alternatives are both viable approaches, each excelling in different areas. Since the article already expounds on the merits of alternatives, I wish to address the value of the grid system.

I have studied solid-state physics extensively. One of the marvels in this field is the lattice—a periodic structure that fills space. Only a few regular shapes can completely fill 2D/3D space, one of which is the square lattice. The benefit of working with a lattice is the ability to work with periodic Hamiltonians, utilizing Fourier transforms as powerful tools to simplify calculations. Furthermore, many groundbreaking discoveries, such as superconductors, owe their existence to well-structured lattices. I have a deep appreciation for lattices and grids.

Returning to education, I believe teaching with strict grid lines has numerous merits. Students can feel overwhelmed by excessive curves and artistic representations in subjects like math and physics. (For instance, we wouldn’t teach Non-Euclidean geometry in grade school, right?) In reality, having a grid or a set of guidelines to achieve a certain goal can significantly reduce the complexity of a problem. That said, I’m not discouraging the use of curves and grid alternatives; they encourage students to think more creatively and outside the box. To draw an analogy: if a child needs to reach a specific classroom, would they prefer a straight or a winding path? We desire straight paths to avoid getting lost. However, navigating a maze can be enjoyable from time to time.

Sept 28 exit slip

In class, we discussed formatting and mainly delved into how our narrative in teaching shapes and forms preconceptions about math and physics. Our group discussed how we often talk about "the" answer in class or for problem sets, but usually, there are multiple ways to approach the same problem. Physics and math are not rigid and static; they possess a lot of dynamic structures within. In fact, there are even more ways of knowing.

I once heard in a class about a traditional story from indigenous people who correlated a certain tsunami to a big earthquake. The indigenous people predicted an earthquake even before the geologists did. I am by no means belittling geology here, but I believe there is immense value in acknowledging indigenous knowledge.

However, there is an opposing idea that, despite the high degree of freedom in physics, we are still confined when performing any physics calculations. A simple example is the constant we use, the speed of light, which is considered the fastest speed in the universe (a theory not yet refuted), approximately 300 million meters per second. Regardless of our actions, we are constrained to this framework.

These conflicting viewpoints can confuse many students and contribute to the struggle, leading them to believe that physics is only for the exceptionally intelligent. It appears there are numerous rules, and if one does not adhere to them, the calculations will be incorrect. Yet, we still teach students multiple ways to approach a problem. Consequently, students find themselves torn between a seemingly restrictive worldview and a realm filled with vast and open possibilities in calculations. While some may find this aspect exciting, others may feel overwhelmed.

Sept 28 entrance slip: climate worrior

I am completely for fighting against climate crisis. However, there is a point I must point out from this article that I don't like. The first part of the article states that mathematics education gives a mathematical modeling for the students to understand the cause of climate changes. The article also pointed out that the climate is such a complex system that we cannot be sure. In my opinion, this is a bit confusing and intimidating even for teachers. As a physicist myself, I think we should start with a simple model and then let the student explore more difficult models. (Like perturbation theory in which we transform a complex problem into an infinite series of simpler problems.) For instance, we can just build a basic climate model focused solely on sunlight reaching the Earth. This involves a straightforward blackbody radiation calculation, and simple algebra will yield an average Earth temperature of about -17 degrees Celsius. When we introduce greenhouse gases into the equation, we transition to a two-layered model of the same blackbody problem. This adjustment results in an average temperature of approximately 12 degrees Celsius. Clearly, greenhouse gases play a crucial role in determining Earth's temperature. What I want to emphasize is that we cannot simply present a complicated problem and say, "It's complex, but just accept it." There are ways to simplify and glean a qualitative description from straightforward calculations. Next, I genuinely appreciated the section on authenticity. This teaching approach serves a dual purpose. On one hand, we often think that subjects like mathematics and physics are abstract concepts that don't intersect with our daily lives. By giving students tangible figures to compute, such as the Earth's average temperature, we lend more relevance and context to their learning of math and physics. Conversely, offering students a manageable calculation helps bridge the gap between them and the climate crisis. Through real data computation, they can readily discern the significance of human activities. This stands in contrast to traditional teaching methods, where concepts are often abstracted and seem distant. Personally, I believe the climate crisis is one of the top two issues we must address immediately (the other being the tyranny of the Chinese Communist Party). We find ourselves at a critical juncture where even slight missteps can have cascading effects. However, the future appears less bleak than it did a few years ago. Many nations are now acting in unison. There's an increased investment in clean energy, and efforts are underway to reduce our carbon footprint. The general public is well-informed about the issue, with many taking proactive steps. We must remain steadfast, and I'm confident we'll find a solution.

Sept 21: exit slip

I'm loving it so far. I have been looking forward to the class every week in the garden. This week we focused on crafting, backsourcing, and learning. Following the train of thoughts from my entrance slip, I thought backsourcing gives us a moment to reflect. However, to be really honest, when I was making the rope, I wasn't thinking about anything. I was so concentrated on making the rope, I didn't spend much time appreciating the craft. But I am by no means saying that backsourcing is bad for reflection. Instead, during the crafting time, we might not be able to think and reflect. So, we should allow some time after the craft to reflect on what we have done. Additionally, the fact that I am not thinking during crafting is also very good. I really need some time to space out from the heavy course load. That brings us back to teaching. As current society becomes more and more advanced, students need to learn more and more complicated skills. This is not necessarily a bad thing, but I think that working on a crafting project will help students to regain peace of mind and have a healthier mental state.

Apart from that, I really liked the bonding experience in the class. I think this is completely off track of the class's scope, but now that I think about it, it is perfectly fine. Science education is about exploration; we should not be restricting ourselves to a small box of planned curriculum. In fact, we made a kite that can fly some distances. It is an achievement that we should not look down on.

Sept 21: Backsourcing

Great article! I've always been searching for a term to describe activities where we take the initiative to do things ourselves, but in a more serious or thoughtful manner than what "DIY" usually implies. To me, "DIY" often conveys a sense of casualness or just-for-fun projects. I find "backsourcing" to be a more fitting term, as it essentially serves as the antithesis of outsourcing. It signifies that we're reclaiming some of the tasks or production that we've previously outsourced to others.

Additionally, I aim to infuse this concept of backsourcing with a reflective component. For instance, while working on a project like a multi-strand braid, I'll take moments to contemplate the challenges I encounter. This self-reflection helps me appreciate the intricacy of the work and fosters a deeper understanding that I shouldn't take the things I use daily for granted.

Moreover, the act of sourcing materials for these projects also offers a moment for reflection. Rather than simply purchasing "raw materials" from a local store, I find that backsourcing encourages me to think more critically about where these materials come from in the first place. This adds another layer of awareness, helping me to better appreciate the interconnectedness of human society and the complexity of the systems that provide us with these resources.

Sept 14: Thinking about learning gardens

Susan's article was quite long but full of insight. I really want to focus on just "The importance of showing respect for living ecosystems as co-teachers".

Remember that we had a some discussion in the class that some of the Newton's apple trees were moved to the older orchard garden, and a few years back they just destroyed the trees and just plant new trees in the new site? I think this is also one evidence that the campus planners are very disconnected from respecting nature and what we should bring to the classroom.

Imagine, just imagine, if we didn't destroy the trees. Instead we try and transplant the trees from the old site to the new site. We can talk about how much money we spent, how much effort goes into the project, how much time we spent on it. The story will be powerful and the education value would be so high. If we just focus on just educational value, this is absolutely more valuable.

Not to mention that destroying the trees is purely not respecting our connection to mother nature. We should learn from the climate crisis we have right now. We have to think deeply and carefully for all the consequences we are going to make by a destructive activity. As someone who cares about the environment, I hope that more people knows that the choices we make now are not just for us, but for the generations that follow.

Sept 14 Class 2 entrance slip: On Being a Reflective Teacher.

 

Task 1:

1. Relevance to Me:

• The concept that resonates with me the most is the idea that teachers are also learners. This shatters the traditional paradigm that positions teachers solely as authorities dispensing knowledge. In the dynamic landscape of education, teachers, just like their students, are on a continual learning journey. While we may possess more expertise in the subject matter, we are not omniscient. For example, the frontier of research in various disciplines is continually expanding, and it's essential to stay abreast of these developments. Additionally, we must be tuned into current societal issues to make our teaching relevant. The climate crisis serves as a pertinent example; as educators, we have a responsibility to address this urgent issue, given its increasing evidence and impact.

2. Dated or Irrelevant Points:

• While the core principles of the article remain valuable, I'd like to expand on the virtues it lists—open-mindedness, responsibility, and wholeheartedness—by adding "inclusivity." In the Canadian context, which is becoming increasingly diverse and welcoming to marginalized communities like Indigenous peoples and the LGBTQ+ community, inclusivity in teaching is not just a virtue but a necessity.

Task 2:

1. Teacher Inquiry and Critical Thinking:

• The article aids in shaping my perspective on teacher inquiry and critical thinking in several ways. For instance, it advocates for reflective teaching, which I strongly agree with. Reflection allows us to evaluate our teaching strategies and adapt them according to the diverse learning needs of our students. However, reflection should not be a passive activity; it must be coupled with active engagement and inclusive practices to ensure that all students feel seen and heard in the classroom.

• While I agree with the article's points on the importance of reflection, I think it could go further by emphasizing the need for active inclusivity. Being responsible and aware is vital, but these qualities can be somewhat passive. In contrast, inclusivity requires ongoing, active efforts to recognize and accommodate the diverse needs of all students.

Class 1: Exit slips (Sept 7 Frank McCourt)

What does this text (or discussion) say that struck you? Why?

What strikes me the most is the ongoing struggle to find the right balance between being an authoritative figure and an approachable friend in the classroom. Both have their merits but can also have drawbacks if taken to extremes. This tension is crucial to address because it influences both the learning environment and student outcomes.

What questions does it provoke? Why?

This discussion raises several pivotal questions:

1. What is the ideal balance between formality and friendliness for effective teaching?
2. Can a teacher successfully integrate both approaches in the same educational setting?
3. How do cultural factors influence the effectiveness of either approach?
4. How can teachers adapt their approach depending on the subject matter, the age of the students, or other situational factors?

What ideas, events, or images did the text (or discussion) illuminate or challenge? What does it remind you of?

The ideas put forth challenge we must align with one approach or the other. It evokes the concept of "tough love," where you can simultaneously be stern and caring. In an educational context, this could mean setting high standards academically while also providing the emotional and resource-based support for students to meet these expectations.

What dilemmas, tensions, or contradictions do you notice?

The main tension lies in implementing both approaches effectively without one negating the other. Being overly formal can risk alienating students, while being too casual might erode the seriousness of the learning environment. This balance is complex and depends on various factors, like the subject being taught, the age and maturity level of the students, and even the cultural context within which teaching is occurring.

How does this inform your own understanding of teaching, learning, and knowing?

This debate reinforces the idea that teaching is a complex, adaptive practice that doesn't adhere to a one-size-fits-all approach. It calls for adaptability and a nuanced understanding of pedagogical styles. Importantly, it highlights the idea that different situations might require different balances between formality and friendliness to optimize student learning.

In addition, I want to mention some of my own experience and some incredible discussions we've had in class:

1. My Own Experience: My experiences corroborate this complexity. For instance, I've seen how being too casual led students to frequently ask for breaks and not take the class seriously. On the other hand, an overly formal approach made students stressed and less engaged. This experiential insight reveals that the balance can swing too far in either direction and needs to be carefully managed.

2. Nathaniel, Pearl, and Esther's Point: They suggested a tactical approach: setting a formal tone during class but adopting a more relaxed demeanor outside of instructional time. This compromise effectively establishes a framework for academic rigor while making room for individual care and relationship-building, which can be especially crucial for students' emotional well-being.

3. Rylan's Point: Rylan offered the idea of starting off with a formal tone and then gradually loosening up. This could be a particularly effective approach for younger students or in settings where initial structure and expectations need to be clearly established before creating a more relaxed atmosphere.

4. My final remark: My high school chemistry teacher serves as an excellent case study for how one can be both strict and caring. This "third way" shows that formality and friendliness are not mutually exclusive. Sometimes, would require us to write notebooks that we turned in for class. He set high academic expectations. At the same time, he would carefully review our notes, identify our difficulties, and adjust his pace of teaching accordingly. Despite his high expectations, everyone in the class appreciated his approach. This personal experience suggests that these elements can coexist, complementing each other to foster both academic growth and personal development.

Hello World!

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 print("Hello everyone, this is my first blog post")

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Dirac talking with Feynman