CIE’s 5 th International Teachers’ Conference

Copyright © UCLES 2008

CIE’s 5th International Teachers’ Conference

Workshop One:

Teaching and learning - classroom techniques to support Science teaching

Tony Tooth• I am a Chemistry teacher at an Independent School

near Cambridge• I am an examiner for CIE and OCR• I am Principal Examiner for Pre-U Chemistry• I write a column for the RSC’s Education in

Chemistry magazine• I work as a teacher trainer for the RSC• I write resource materials both online and for

publication

Aims of the Workshops

• To discuss some key aspects of delivering CIE Chemistry Specifications

Aims of the Workshops• To discuss some key aspects of delivering CIE Chemistry

Specifications

• To consider various classroom strategies to stimulate enquiry, problem-solving and autonomous learning


Specifications• To consider various classroom strategies to stimulate

enquiry, problem-solving and autonomous learning

• To explore issues related to the delivery of practical and skills based lessons



enquiry, problem-solving and autonomous learning• To explore issues related to the delivery of practical and

skills based lessons

• To reflect on the use of language in Chemistry teaching



enquiry, problem-solving and autonomous learning• To explore issues related to the delivery of practical and

skills based lessons• To reflect on the use of language in Chemistry teaching

• To discuss lesson planning and assessment

Aims of the Workshops• To discuss some key aspects of delivering CIE

Chemistry Specifications

• To consider various classroom strategies to stimulate enquiry, problem-solving and autonomous learning

• To explore issues related to the delivery of practical and skills based lessons

• To reflect on the use of language in Chemistry teaching

• To discuss lesson planning and assessment

Enquiry:

• Is the act of asking questions

Enquiry:• Is the act of asking questions

• Scientific Enquiry involves asking questions that can be investigated, as opposed to opinion-based questions that require value judgements (such as “which is the most delicious biscuit?”)

Enquiry:• Is the act of asking questions• Scientific Enquiry involves asking questions that can be

investigated, as opposed to opinion-based questions that require value judgements (such as “which is the most delicious biscuit?”)

• Scientific Enquiry involves considering more than one option

Enquiry:

• Is the act of asking questions

• Scientific Enquiry involves asking questions that can be investigated, as opposed to opinion-based questions that require value judgements (such as “which is the most delicious biscuit?”)

• Scientific Enquiry involves considering more than one option

Enquiry: Why?

Ice Breaker:

Describe and Draw it

How to Encourage Enquiry


• Environment for Enquiry– The teacher creates a suitable environment for

enquiry by managing the physical and psychological conditions to create an atmosphere of sufficient safety and trust.


• Environment for Enquiry– The teacher creates a suitable environment for enquiry by managing the

physical and psychological conditions to create an atmosphere of sufficient safety and trust.

– Includes checking needs and expectations and attending to the emotional and relationship dimension of the group


• Environment for Enquiry“If the learning context sustains and encourages curiosity, exploration and

questioning in all circumstances then enquiry, collaboration, tolerance, flexibility, sensitivity, critical reflection and creativity are more likely

to ensue”(Conder and Ward; Understanding Childrens’ learning)


• Environment for Enquiry“Teachers’ questions often relate to

management, dominate classroom questioning and give little opportunity for

pupils’ questions”(Conder and Ward; Understanding Childrens’ learning)


• Environment for Enquiry“Being able to ask questions which frame the

appropriate learning outcome is crucial to extending childrens’ thinking”

(Conder and Ward; Understanding Childrens’ learning)


• Presence and Attention– The teacher’s presence – their non-verbal

behaviour, attention and willingness to disclose their own feelings and experience – has a significant influence on the quality of enquiry


• Presence and Attention– The teacher’s presence – their non-verbal behaviour, attention and

willingness to disclose their own feelings and experience – has a significant influence on the quality of enquiry

– The first thing a teacher brings to a session is his/her presence. He/She comes into the room and is instantly present to the students by virtue of posture, gesture, facial expression and relative position, even before he/she uses his/her voice.

How to Encourage Enquiry• Presence and Attention

– Preparing presence

– Ground and align your body (eg feet on the ground, breathing)



– Clear your visual focus



– “Extend your kinaesthetic sense beyond your physical body boundary as a connection with others and `container’ for the relationship - as if you can extend the sensors on your skin out into the room”



– “Stay ìn your body’ – i.e. maintain your awareness and witnessing of your own body sensations - vs - going into your own `head’, or becoming absorbed into others’ content”

Enquiry: How?

Generation of ideas: Brainstorm

“How can you encourage enquiry through teacher intervention in ...................?”

Enquiry: How?

Handout 1/1: How to Encourage Enquiry

This should be used for reference to help generate ideas for suitable ‘teacher interventions’ based on

–IGCSE 0620 Section 3.2 and/or

–A/AS 9701 4(a)-(k)


• Intervening Thoughtfully– This is what the teacher says and does to

promote enquiry, with emphasis on reflective listening and questioning. Rich questioning encourages reflection on experience, and challenges learners’ beliefs and attitudes about the subject, about themselves and about learning


• Intervening Thoughtfully– This is what the teacher says and does to promote enquiry, with emphasis on

reflective listening and questioning. Rich questioning encourages reflection on experience, and challenges learners’ beliefs and attitudes about the subject, about themselves and about learning

– Reflective Listening involves paraphrasing and feeding back what a person has said. Done skilfully it conveys empathy and encourages the person to clarify or expand on their statement


• Reflective Listening Prompts– So what you’re saying is............– If I’ve understood you correctly, you believe

that............– In other words............– You mean............– It looks like............


• Reflective Listening Prompts– If all such prompts are accompanied with a tone

of uncertainty in the voice then this implies some uncertainty in your interpretation and so encourages the student to offer further clarification.

How to Encourage Enquiry• Equal time to speak

• Listen to others when they speak

• Be honest and open

• Don’t attack others

• Give constructive criticism

• No compulsion to speak

• Feelings may be expressed

• Feelings not dismissed

• Awareness/acceptance of diversity

• Observe time boundaries

Heron’s Six Categories of InterventionDefinition Example

Authoritative

Prescriptive Seeks to direct the learner’s

behaviour

‘You need to follow the

instructions on the worksheet’

Informative Seeks to impart knowledge,

information, meaning to the

learner

‘The worksheet describes the

five stages involved in the

practical process’

Controlling Seeks to raise the learner’s

consciousness about some

limiting attitude or behaviour of

which they are relatively

unaware

‘You might have a greater

chance of success if you were

more enthusiastic about doing

the practical’

Heron’s Six Categories of InterventionDefinition Example

Facilitative

Cathartic Seeks to enable the learner to

express emotion

‘how did you feel about how

that practical went?’

Catalytic Seeks to elicit self-discovery

and problem-solving

‘How could you use what you

know about salt preparations

to work out how to make that

compound?’

Supportive Seeks to affirm the worth of

the learner’s person, qualities,

attitudes or actions

‘You’ve done a really good job

getting that procedure finished

in the time available’

Heron’s Six Categories of Intervention

• Ìt is the specific, concrete context that makes one intervention more or less valuable than another’.

Heron’s Six Categories of Intervention

• Ìt is the specific, concrete context that makes one intervention more or less valuable than another’.

• `Traditional education and training have rather overdone authoritative sorts of intervention, and have often omitted the facilitative sorts altogether’.

Heron’s Six Categories of Intervention• Ìt is the specific, concrete context that makes one

intervention more or less valuable than another’. • `Traditional education and training have rather

overdone authoritative sorts of intervention, and have often omitted the facilitative sorts altogether’.

• `Conversely, some innovative contemporary approaches to education… rely too much on facilitative interventions to the exclusion of authoritative ones.’



Workshop Two:

Exploring Practical and Skills Based Lessons

Think, Share, Discuss

What do you consider practical work to be?

What do you consider practical work to be?Activity % of Open Respondents

Laboratory Procedures and Techniques 86

Investigating 50

Analysing Results 43

Fieldwork 33

Designing and Planning 26

Teacher Demonstration 23

Data Analysis with IT 20

IT Simulations 20

Presentations 13

Models and Modelling 7

Visits 3

Surveys 3


Why is Practical Work important in Science/Chemistry?

The Importance of Practical Work in ScienceActivity % of Open Respondents

Teaching Skills 70

Motivating Pupils 60

Understanding Investigation Processes 47

Encouraging Enquiry 37

Teaching Concepts 37

Providing Pupil Enjoyment 33

Showing How Science Works 23

Linking Practical to Theory 23

Providing Science Contexts 20

Encouraging Creativity 13

Encouraging Group Work 7

Practical Work in Science

• Research indicates that there is general agreement that ‘practical activities can be put into three broad groups:


• Research indicates that there is general agreement that ‘practical activities can be put into three broad groups:– Core Activities


• Research indicates that there is general agreement that ‘practical activities can be put into three broad groups:– Core Activities– Directly Related Activities


• Research indicates that there is general agreement that ‘practical activities can be put into three broad groups:– Core Activities– Directly Related Activities– Complementary Activities

Core Activities

• Investigations

• Laboratory Procedures and Techniques

• Fieldwork

Find examples of opportunities for each type of activity in IGCSE 0620 or A/AS 9701

Directly Related Activities

• Designing and Planning Investigations

• Data Analysis using ICT

• Analysing Results

• Teacher Demonstrations

• Experiencing Phenomena


Complementary Activities

• Science-Related Visits

• Surveys

• Presentations and Role Play

• Simulations including the use of ICT

• Models and Modelling

• Group Discussion

• Group Text-Based Activities

Complementary Activities

• Science-Related Visits• Surveys• Presentations and Role Play• Simulations including the use of ICT• Models and Modelling• Group Discussion• Group Text-Based Activities


Think, Share, Discuss: Reasons NOT to do Practical Work

Use Handout 2/1 to generate a group list of the ‘top three’ reasons


What would Improve Confidence in Teaching Practical Science?

What would Improve Confidence in Teaching Practical Science?

Rank Enablers

1 Preparation Time

2Training (especially in non-specialism)

3 Pupil Behaviour

4 Technical Support

5 Money for Equipment

6Health and safety Worries Overcome

7 Support from Colleagues


Why does your current practice vary from your ideal?

Why does your current practice vary from your ideal?

Rank Enablers

1 Curriculum Content

2 Resources and Facilities

3 Time

4 Exams and Assessment

5 Pupils’ Behaviour

6 Teachers’ Inexperience

7 Technical Support

8 Health and Safety

9 Class Size

10 Lesson Length

Think, Share, Discuss:

Handout 2/2: Identifying Opportunities for Practical Work

With reference to section 3.2 from IGCSE Chemistry Specification 0620 generate as

many ideas as possible for supporting practical work – and how best to use it

Opportunities for Practical WorkSection 3.2 from IGCSE Chemistry 0620

Fe/S, Zn/S, excitingelements – FeS and ZnS.mpeg (7:20 and 8:16)

Investigating properties of elements (conductivity, malleability, state at RT etc.),

Na/Cl2, sodium and chlorine video

Electrolysis, Electrolysisofmoltenzinc.mpeg (5 mins)

heating substances to investigate ease of melting and relate to structure


What are your favourite practicals and where/how would you use them in

your teaching?

Favourite Practicals

Demo: Thermit – IGCSE 0620: 6.1; 10.2

ThermitReaction.mpeg


Demo/Prac: Magnesium and steam – IGCSE 0620: 10.2

The reaction between magnesium and steam.wmv


Demo: Ammonia fountain – IGCSE 0620: 12

Fountainexperiment.mpeg


Demo: Glycerol/KMnO4 – IGCSE 0620: 6.1

http://www.youtube.com/watch?v=L4-NusX4b_c

http://www.youtube.com/watch?v=L4-NusX4b_c


Demo: Al/I2 – IGCSE 0620: 3.2; 10.2

http://www.youtube.com/watch?v=m6vMBqyFdjE

(but watch out for the error!)

http://www.youtube.com/watch?v=m6vMBqyFdjE


Demo: Exploding Balloons - IGCSE 0620: 3.2; 6.1/6.2


Demo: Whoosh Bottle – IGCSE 0620: 6.1/6.2; 14.2; 14.4

whoosh_bottle_exp.wvx


Prac: Limestone Cycle - – IGCSE 0620: 13



Workshop Three:

Reflections on Language and Science


Language Misconceptions

Think about any particular sources of confusion related to the use of language in the teaching

of Chemistry.

Generate a group list


• VOLUME– In Chemistry we almost certainly intend to

discuss the ‘space’ measured in cm3 or dm3

– Students may be thinking about the loudness of a stereo system


• TEMPERATURE– In Chemistry we almost certainly intend to

discuss how hot something is, measured in °C or K

– “Having a temperature” can have negative associations with illness


• SCALES


• CONDUCTOR


• COOL

MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Saturated/Unsaturated

IGCSE Examiners’ Reports frequently comment on students’ problems with these terms

MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Benzene/Benzine

Often appear incorrectly in questions about fuels – probably as, in many languages, the word means ‘petrol’

MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Volatility/Reactivity

Volatile is often thought to mean ‘reactive’ – probably due to confusion with everyday use of term to describe a personality.

MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Apparatus

Names of laboratory equipment often used incorrectly – especially ‘balance’ where many refer to ‘weighing machines’ or ‘scales’

MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Reduction

Often confused with everyday use of word – getting smaller

MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Strong/Concentrated

• Weak/Dilute

Think, Share, Discuss: Lesson Plans

Share your own ideas for your favourite lesson plans: with reference to 0620 or 9701• Where to use• Learning intentions• Practical Opportunities• Questioning Techniques Used• Student Involvement/Peer Assessment• Worksheet Use/Notes/Visual Aids

Favourite Lesson Plans: Example – Properties & Reactions of the Halogens

0620 Section 9.2 The Periodic Table: Group Properties


LEARNING INTENTIONS

• Make and describe observations

• Develop an understanding of trends

• Apply gathered evidence to make predictions


CONTEXT

• Appearance of the Halogens

• Reactions of the Halogens with iron wool

• Oxidising power of the Halogens


PRACTICALS/DEMOS

• Generate chlorine – observe vapour

• Warm bromine and iodine – observe vapours

• React all three with iron wool

• Displacement reactions of halogens/halides


QUESTIONING: KNOWLEDGE

• Which Group are the halogens in?

• What is the formula of.................


QUESTIONING: COMPREHENSION

• Explain what you see when the iron wool is heated in the chlorine gas

• What does the brown smoke indicate?


QUESTIONING: APPLICATION

• Why is the iron in the form of fine wool?


QUESTIONING: ANALYSIS

• What patterns are evident from the– Reactions with iron?– Colour?

• In what ways are the reactions similar?

• How would you expect fluorine to react with iron wool?

Favourite Lesson Plans: Example – Properties & Reactions of the HalogensSTUDENT INVOLVEMENT:PEER ASSESSMENT

• Q & A during demos

• Fill in results

• Discuss and conclude reaction of fluorine


WORKSHEET USE/NOTES/VISUAL AIDS

• Practical Demo

• Results Table to complete


fluorine chlorine bromine iodine

Solid, liquid or gas

Gas

Colour of vapour

Very pale yellow

Boiling point ‒190°C

Affect on moist indicator paper

bleaches

Reaction with iron wool



Workshop Four:

Problem Solving: Planning Experiments


Planning

With reference to 9701, Summer 09, Paper 5, Question 1 please consider:

– How to brief/prepare students if it is to be used as a practice exercise – key points to consider etc.Refer to Handout 4/1

– Ideal answers

Planning: Briefing Points

• Importance of making specific references to the data provided

• Remind students of meanings of independent and dependent variables (‘Cause and Effect’ or ‘value known in advance and value to be measured’)

• Follow all instructions e.g. In (c) use guidance to construct diagram

Planning: Briefing Points contd

• Need to show working in calculations

• Importance of an awareness of normal laboratory practice and apparatus so that suitable types and sizes of equipment are selected

• Need for method to be planned so that sequence is clear and logical

Planning: Briefing Points contd

• Pay attention to the mark scheme for an idea of how extensive an answer should be e.g. (f) has a large space available but is only three marks

Ideal Answer

• Pay attention to the mark scheme for an idea of how extensive an answer should be e.g. (f) has a large space available but is only three marks so three numbered points in sequence will be enough



Workshop Five:

Problem Solving: Obtaining, Analysing and Presenting Evidence


Obtaining, Analysing and Presenting Evidence

With reference to 9701, Summer 07, Paper 5, Question 2 please consider:

– How to brief/prepare students if it is to be used as a practice exercise – key points to consider etc.Refer to Handout 5/1

– Ideal answers

Obtaining, Analysing and Presenting Evidence: Briefing Points• Read information provided carefully

• Possibly construct flow-chart of method complex

• Work out what the method is achieving by cross-referencing method and results given

• Identify objective to enable results to be processed correctly

Obtaining, Analysing and Presenting Evidence: Briefing Points contd• Look for anomalies and do not include in

averages/best fit lines

• Need for specific analysis of graph i.e. actually identify direction of errors/anomalies

• Be aware of significance of errors – more so when actual readings are small

Obtaining, Analysing and Presenting Evidence: Briefing Points contd• When discussing (f) the comments must be

specific to the plot obtained and not general/vague



Workshop Six:

Autonomous Learning and ICT

Autonomous Learning

A situation where the learner takes responsibility for his/her own learning.

Autonomous Learning

The learner sets himself / herself goals and targets to be achieved.

Autonomous Learning

Development of own learning strategies.

Autonomous Learning

Self monitoring of learning progress.

Autonomous Learning

Evaluation of the knowledge acquired and how it can be used.

Autonomous Learning

Learner accepts responsibility for all the decisions related to the learning

process.

Autonomous Learning

However, it is crucial to underline the fact that autonomous learning does not mean self-instruction or learning, without a teacher. Rather, it is a way of complementing face-to-face tuition, which makes learning more productive and a means to develop and create independence.

Problem Solving

Handout 6/2 introduces some ideas related to teamwork and problem-solving exercise designed to encourage autonomous learning

Problem Solving: Problem 1: Hair

The problem as issued to students

i) Estimate the approximate rate of growth of human hair in ms-1.

ii) Use this figure to estimate the number of amino acid molecules which are incorporated in a growing hair every second. In this pencil and paper exercise you will need to make approximations to get answers


Possible methods

Question (i)

One method is: 'I go to the barber every six weeks and he cuts off about 3 cm of hair’ or ‘I get my hair dyed: after about 2 weeks there is about 1 cm undyed.'


Therefore 1 cm (0.01 m) of hair grows in 2 x 7 x 24 x 60 x 60 seconds

or

1 m of hair grows in 2 x 7 x 24 x 60 x 60 x 100 seconds


This equals a growth rate of 8.3 x 10-9 ms-1. Given the accuracy of the data, the growth rate of hair can be taken as about 10-8 ms-1.

The approximations that have been made mean that the answer is no more than a general indication of the value.


Question (ii)

The size of an amino acid molecule has to be estimated in order to calculate the approximate number of amino acids joining a hair per second. Most amino acid molecules have similar structures H2N-CHX-COOH where X is different for each amino acid.


To get an idea of the length of a molecule, the bond lengths in the chain can be added together: this approximates to 0.5 x 10-9 m (0.5 nm). The number of molecules joining each chain per second is calculated by dividing this figure into the growth rate figure calculated in question (i):


10-8 ms-1/ 0.5 x 10-9 m = 20 molecules joining each chain per second.

This is only the first stage: the number of chains growing along each hair have to be taken into account.

A reasonable guess for the cross section of a hair is 0.01 mm, 10-5 m. This equates to an area of about 10-11 m2.


A reasonable guess for the cross section of a typical amino acid molecule is that it is about the same as the length calculated above of 0.5 x 10-9 m. This indicates a cross section area of about 10-19 m2.


Therefore there are about 108 amino acid chains per hair.

Using this figure, along with the 20 molecules joining each chain per second, gives an estimate of 2 x 109 molecules joining each hair per second.


ICT Opportunities

Discuss your own idea of ways to use ICT in Chemistry teaching


ICT Opportunities

Lots of ideas are available athttp://web3.ibo.org/ibis/occ/resources/dpchemict/text/index.html

http://web3.ibo.org/ibis/occ/resources/dpchemict/text/index.html

http://web3.ibo.org/ibis/occ/resources/dpchemict/text/index.html

Datalogging

• Most easily used for recording temperature changes and/or pH changes

• Integration also possible with top-balances via serial port

• We use LogIT Datameter 1000 dataloggers and Insight software but many others are available

Datalogging: Titration Curves

WED:10:09

Addition of 1M HCl to 15cm3 of 1M Na2CO3

0

5

10

pH

(u

nits

)

0 0.2 0.4 0.6 0.8 1 1.2Time (minutes)

Acid started to add

No bubbling

15 cm3 30 cm3

Bubbling started

Bubbling stopped

Websites

BestChoice

http://bestchoice.net.nz/bclogin.aspx?ReturnUrl=%2fdefault.aspx

Websites

Chemguide

http://www.chemguide.co.uk/

http://www.chemguide.co.uk/

Websites

Creative Chemistry

http://www.creative-chemistry.org.uk/

http://www.creative-chemistry.org.uk/

Websites

Practical Chemistry

http://www.practicalchemistry.org/

http://www.practicalchemistry.org/

Websites

Top Ten Flash Bang Demos

http://www.whynotchemeng.com/uk-and-ireland/teachers/top-ten-flash-bang-demos



Websites

Greener Industry

http://www.greener-industry.org.uk/index.htm

http://www.greener-industry.org.uk/index.htm

Documents

CIE’s 5 th International Teachers’ Conference