Initial Science Teacher Development 3.0 The science lesson: planning, observing and reflecting

What makes a good science lesson?

Step 1. Sketch and complete this spider diagram into your book using a blue pen to show what you know already about this topic.

Step 2. Now discuss your spider diagram with your partner. Can you add their ideas onto your spider diagram using a red pen.

Step 3. Now discuss your spider diagram as a class. Can you add the class ideas onto your diagram using a green pen!"#$%"&%'($%)"*'+"$%,-".+"-/&&012"%3%)+41%56"ideas on the board.

Planning a science lesson

#$%"6&')&012"-401&7"08"',,"%,6%"8'0,69":14;";$'&"you want to achieve?

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The EPIBA model for planning science lessons

Using the EIPBA model

Using the EIPBA model

Can we observe learning?

e.g. 10:05 Do Now, classify as living/non-living Most complete table correctly showing they can identify living/non-living objects. 2 students place car as living because it moves.

Reviewing and reflecting on a lesson

< Were outcomes clear?

< Focus on knowledge and skills?

< Was prior knowledge used?

< Were misconceptions tackled?

< Were students challenged?

< Were students engaged?

< Did students learn or do?

< How was learning tracked?

Poor proxies for learning

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What makes a good science lesson?

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