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Teachers who believe their job is to make tasks challenging for kids & to work out what is appropriately challenging are much more effective than teachers who argue that our job is to cover curriculum & the children have to do their best.
Hattie Visible Learning Pt 2 Effective methods
What constitutes science learning?
SCIENCE LEARNING
http://wonderopolis.org/home/wonder/how-are-magnets-used/
Where do cool experiments fit in the new syllabus?
Overview
‘A students sense of wonder & curiosity … is fostered through actively engaging in the [scientific processes]’
1 Aim & Rationale
2Syllabus overview
3Planning
NSW Science K-10 Syllabus Vol 1 Pg 4
Action learning
Attitudes Skills
foster students’ sense of wonder & expand their natural curiosity
1Aim
Surprises? Encouraging attitudes & skills?
Attitudes & skills
Understanding of, interest in & enthusiasm for Science
Appreciate natural & made environmentSense of wonder
Natural curiosity
Competence
Creativity Make evidence based decisions
Understanding natural & made environment
Design solutions
Foster a sense of wonder & natural curiosity about the world around them in order to develop their understanding of, interest in, and enthusiasm for science and technology
What would it look like?
Foster a sense of wonder & natural curiosity about the world around them in order to develop their understanding of, interest in, and enthusiasm for science and technology
Enablers? Blockers?
1Rationale
Attitudes Skills
• What are students doing in Science?
• Why science? • What is science?
http://www.learninghappens.com.au/services/emergent-curriculum/
WWW.DEC.NSW.GOV.AU
The skills of Working Scientifically and Working Technologically
are at the centre of teaching and learning.
The true intent is about learning through doing. Students are:• Immersed in real life contexts. • Actively engaged in practical activities
through which the content is learned.
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
Y - Chart
What Science look like in the classroom?
LOOK FEELSOUND
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
through SKILLS
Teach content
Overview of the syllabus content
Content is organised in strands and substrands:
Strands
Skills Knowledge and Understanding
Working Scientifically (WS) Natural Environment (NE)
Working Technologically (WT) Made Environment (ME)
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
Content pages include important language
Online K-10Paper copies K-6 and 7-10
Overview of the syllabus: content
Within the Knowledge and Understanding strands/substrands:
.
Content statements summarise the overarching scientific and technological ideas. The related group of content describes the appropriate depth and scope of learning for each statement.
Therefore you must teach all content statements/ dot points under each overarching content statement to achieve the indicated outcomes
Content incorporates understanding about the nature, development, use and influence of science and technology with relevant knowledge of the scientific and/or technological ideas, principles and concepts.
Activity
1. Choose one outcome (page 19-21)2. Find the relevant content page 3. Consider practical ways to develop either
– Confidence & creativity or– Curiosity & a sense of wonder
4. What will be required of your teaching program, learning activities & pedagogy to develop these things?
http://theconversation.com/we-cannot-afford-to-get-science-education-wrong-20667
Kids need to know that curiosity did not kill the cat
Action!‘Studying
science without experiments is
like studying literature
without books.’
John Holeman
Learning by doingWorking scientifically
Investigating• Question & predict• Plan investigations• Conduct investigations• Process & analyse data & information• Communicate
https://www.youtube.com/watch?v=plrf7_pzar0&feature=youtu.be
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
stages is critical to understanding.
The development of the skills through
What is Working Scientifically?Working scientifically involves students in the processes of:
questioning and
predicting
planning investigations
conducting investigations
processing and analysing
data and information
communicating
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
teach the content through the skills.
In Science and Technology we must
Working scientifically involves:
processes skills
Questioning and predicting
• pose questions
• identify questions
• respond to questions
• make predictions
• make predictions based on prior knowledge
• predicting what might happen in a new situation
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
processes skills
Planning investigations
• sharing ideas and observations
• Identifying purpose
• suggesting activities and materials
• working individually and collaboratively
• planning to test predictions, answer questions and solve problems
• Deciding variables to be changed and measured in fair tests
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
processes skills
Conducting investigations
• exploring
• working individually and in teams
• manipulating objects
• gathering a range of data and recording information
• following planned methods considering safety
• identifying risk
• checking observations and repeating
• Suggesting improvements
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
processes skills
Processing and analysing data and information
• organising images or objects to display data
• Identify patterns and trends
• describing changes in observed investigations
• Reflecting on the investigation including safety and fairness
• Drawing conclusions
• comparing observations with those of others and with predictions
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
. processes skills
Communicating
• Sharing observations through discussion, drawing, text moving into tables and graphs to explanation and argument
• Displaying information in a variety of modes
• Sharing what they did and how they could do things differently building up to strengths and limitations
An investigationWhat will happen when you put the ping pong ball into the water? Why?
What will happen when you push the ping pong ball down into the water with the glass?
http://splash.abc.net.au/media/-/m/155608/floating-ping-pong-ball
Can you make a ping pong ball sink?
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
is NOT ICT.
Technology in Science and Technology
Understanding the technology in Science and Technology
The study of technology involves solving real problems and creating ideas and solutions in response to needs and opportunities in a range of technological contexts.
The application of technology involves students in actively engaging with real world situations to create solutions for themselves and others to produce solutions relevant to their world.
Science K-10 (incorporating Science and Technology K-6) Syllabus
One of the most misunderstood
areas of Science and Technology
is TECHNOLOGY!
Science and Technology
Scientific inquiry
Problem solving
Technological design
The link through problem solving
https://www.youtube.com/watch?v=ze8fDgLK1R8&index=9&list=PLB17C6995D72366C2
Processes
What are the implications for you as a teacher in enabling students to work technologically? http://www.youtube.com/watch?v=fWCzW80zSuU&list=PL4OaBCdO3
4bAM7Yip2_6cJT00YkO-h796
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
Objective: Students develop knowledge, understanding of and skills in applying the processes of Working Technologically
OUTCOMES Related Stage 4 Objectives Early Stage 1 Stage 1 Stage 2 Stage 3 Students will develop:
STe-5WT uses a simple design process to produce solutions with identified purposes
ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants
ST2-5WT applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria
ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints
1. knowledge, understanding and appreciation of and skills in design processes, design theory and the work of designers
2. knowledge of and skills in researching, experimenting, generating and communicating creative design ideas and solutions
3. knowledge and understanding of and skills in the responsible selection and safe use of materials, tools and techniques
4. knowledge, understanding and appreciation of the impact of innovation and emerging technologies on the individual, society and the environment
5. knowledge of and skills in managing quality solutions to successful completion
6. understanding and appreciation of and skills in evaluating and reflecting on the success of their own and others’ design activities.
Working TechnologicallyProgression by stage
Early Stage 1Uses a design
process related to an identified
purpose
Stage 1Structured design
processIdentifies needs and
wants
Stage 2Applies design
processUses specific design
criteria
Stage 3Plans process
Chooses technologies
Identifies constraints
Stage 4Uses complex design
processInnovates
Applies research
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
Technology process
Design solutions for authentic needs.
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
S1-S34 step process
ES13 step process
Working technologically involves:processes skills
Explore and define the task
• Identify purpose, and use, likes and dislikes of products, spaces, places
• Identify needs and wants of users
• Working individually and collaboratively to develop a design brief
• Developing design criteria that considers a variety of aspects
• Planning the process considering restraints
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
processes skills
Generate and develop ideas (develop ideas and produce solutions ES1)
• Using play and imagination to explore possibilities of products, places , spaces
• Follow steps to draw, model or construct solutions
• Research and explore different material and different sources of information
• Using creative thinking techniques and digital technologies to communicate ideas
• Using feedback and results to refine and redesign
• Apply established criteria to evaluate and modify
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
processes skills
Produce solutions(ES1 included in previous step)
• Suggest simple steps in production
• Use a range of tools and techniques working cooperatively and safely
• Exploring a range of suitable materials
• Developing and utilising a plan for production considering for example, time, increasing to specifications to guide production
• Safe and correct use of tools and techniques
• Testing for suitability ensuring a fair test
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
processes skills
Evaluation
• Recounting steps
• Expressing likes and dislikes
• Reflecting on the solution
• Explaining strengths, limitations and possible improvements
• Identifying how the solution met the desired need.
• Establishing where improvements could be made.
• Identifying strengths and limitations
• Self and or peer assessment using design criteria
What is the connection between Working Scientifically and Working Technologically?
http://www.youtube.com/watch?v=0leTiZyAFAQ&feature=youtu.be
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU
Quality design tasks
For teachers a quality design task will:
Ensure teaching of programmed syllabus outcomes and content
Provide engaging opportunities for students Be open ended to allow curriculum differentiation Provide opportunity to collect evidence of student learning Focussed to allow student understanding and success
What a quality design tasks looks like for students
real and authenticengaging – building upon areas of interest and
relevanceenables deep understanding and skill developmentgain meaningful feedback on student design ideasuses authentic processes of design and production
Developing quality design tasks
what are: you required to teachthe limitations for the design project
Is there:An authentic needOpportunity for negotiation or collaboration
Designing a school garden
• What is a productive garden and how might it work?
• What things do you need to consider when choosing the location for your garden?
http://splash.abc.net.au/media/-/m/30735/designing-a-school-garden
After viewing
• What are some of the issues with the school site?
• What are some suggested improvements?
• What are some of the design features of the garden?
Next steps
Your school is applying for a Stephanie Alexander Kitchen Garden Foundation grant of $10,000. Your class will need to submit an application.
What will you need to consider in your application?
Who will you seek assistance from?
Develop the submission with detailed drawings, costings and designs for the garden.
Resources for school gardens
Scootle – The Garden Detective
TALE – Design a garden
Scootle – The Lab
Sites 2 see -Garden materials to grow an idea
Curriculum support - Kitchen gardens
More garden resources
Gardening Australia – The Patch
ABC Splash – STEM resources
ABC Splash – Sustainable school gardens
DEC Environmental Education
Interactive House and garden
3… explore & define tasks, generate and develop ideas,
produce solutions ,evaluate processes & solutions
Planning
www.panmacmillan.com/author/kingfisherindividual
Time
Materials
Group work Team work
Skills
More resources
Curriculum Support – Kids design in practice
Kids design challenge
CSIRO
STANSW
ECO Space
Building Capacity