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UL BScEd Tutors. 25 th September 2012. Discover Science & Engineering. National awareness programme to promote Science, Engineering, Technology & Maths (STEM) Managed by Science Foundation Ireland Funded by the Department of Enterprise Jobs & Innovation. Discover Sensors. - PowerPoint PPT Presentation
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SUPPORTING INQUIRY BASED TEACHING & LEARNING
UL BScEd Tutors
25th September 2012
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Discover Science & Engineering
National awareness programme to promote Science, Engineering, Technology & Maths (STEM)
Managed by Science Foundation Ireland
Funded by the Department of Enterprise Jobs & Innovation
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Discover Sensors
Promotes inquiry based science using the Discover Sensors framework which was created by science teachers for science teachers.Resources including assessment for learning tools are aimed at Junior Certificate levelPractically supporting the use of sensor and other ICT in the classroomBlended approach to CPDIncreasing the interest in, and understanding of, science and technology and encouraging students to consider science as a viable career option.
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Partnership
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Partners
DESNCCADCUNCE-MSTL
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Project Groups
Kildare VECLouth VECKildare Secondary SchoolsCo Cork VECNUI Maynooth BScEd StudentsUL BScEd Students
SUPPORTING INQUIRY BASED TEACHING & LEARNING
The Inquiry Based Science Teaching and Learning Framework
SUPPORTING INQUIRY BASED TEACHING & LEARNING
What it looks like
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Getting started
When preparing your activity, refer to the syllabus for the appropriate learning outcome.
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Student Cohort
• Recommended Sequence• Student Cohort
– Be clear on your target audience• What prior knowledge is required?
– Allows you to gauge the level of the activity– Avoids misconceptions
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Stimulus to Engage
Something to focus student’s attention, stimulate wonder, and access prior knowledge.DemonstrationSlide/PhotographReadingVideo ClipStoryBrainstorming
http://www.sportsscientists.com/2009/08/analysis-of-bolts-958-wr.html
http://www.youtube.com/watch?v=pkkAcGtjoew
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Science Questions
Attention Focusing: Have you seen? Do you notice? Have you seen this before?Why did this happen?
Measuring & Counting: How many? How long?
Comparison: (for sharper observation):
In how many ways are the seeds alike and how do they differ?
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Science Questions
Observation:Why---------------?Why ------------------?What is the difference between the -----?Investigation:
What happens if…you do------…you
Problem-posing (more sophisticated, follows exploration & understanding):
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Learning Outcomes
content knowledge processes skills
following a logical pattern of questioningdecision-making that enables evidence to be gatheredlogical thinking and problem solvingappreciate the importance of using a fair testappreciate the significance of making and recording measurements and observations accuratelyactivities are basic to all science: observing, measuring, recording, calculating, classifying, investigating and communicatingbe able to manipulate recorded data and to interpret, present and communicate results in an appropriate manner (pp. 11-12)
NCCAKey
Skills
WORKING WITH
OTHERS
CRITICAL AND
CREATIVE THINKING
BEING PERSONALLY EFFECTIVE
INFORMATION PROCESSING
COMMUNICATING
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Learning Outcomes
Content Knowledge
FactsLawsPropertiesDefinitionsFormulae
recall
carry out tests
describeinterpret
compare
identify
investigate
know
understand
demonstrate
explain
distinguish
name
draw
prepare
list select
consider
discuss
state
SUPPORTING INQUIRY BASED TEACHING & LEARNING
www.wordle.net
SUPPORTING INQUIRY BASED TEACHING & LEARNING
following a logical pattern of questioningdecision-making that enables evidence to be gatheredlogical thinking and problem solvingappreciate the importance of using a fair testappreciate the significance of making and recording measurements and observations accuratelyactivities basic to all science: observing, measuring, recording, calculating, classifying, investigating and communicatingbe able to manipulate recorded data and to interpret, present and communicate results in an appropriate manner
Junior Science Syllabus (pp.11-12)
Learning Outcomes - Process
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Learning Outcomes - Skills
www.ncca.ie
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Understanding
What the Teacher Does
Asks open-ended questions:- Why do you think. . .? - What evidence do you have? - What do you know about --? - How would you explain --?- Assessment Booklets
Uses ‘wait time’, Encourages cooperative groups Varies the method of response -‘no hands up’, mini white boards, etc.Responds with comments rather than marks and grades
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Questions
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Develop the activity
Arising from the probing questions for understandingWhat if-----there was sugar, not salt, in the waterIs there any industry, factory ,etc. that could use this information?What would happen if?Has this a practical application?
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Reflection
How many of the outcomes were achieved?Why were certain outcomes not reached/achieved?Was I over/under ambitious?How was my ‘stimulus to engage’ received?Did the topic suit the student cohort?Were the initial science questions helpful?Did my questions probe the students’ understanding What do I need to change for next time?
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Resources and ICT
Internet resourcesCD/DVD materialDatalogging and sensorsOther related investigationsCWBSciFestBTYSTwww.juniorscience.ie
SUPPORTING INQUIRY BASED TEACHING & LEARNING
References
Black Box -– Dylan Wiliam, Paul Black. Also Christine Harrison from the Black Box series for Science AfL research. All KCLMary Budd Rowe - ‘Think Time’ and ‘Wait Time’ (average = 0.9s), she sat in many classrooms with a stopwatch. Ruth Butler 1988 - comment only marking as opposed to grades (or both) raised students scores – this is the original study quoted by Wiliam.John Hattie 2010 – formative feedback is the greatest influence on raising attainment (beats class size, student teacher relationship and every other factor).Stuart Naylor and Brenda Keogh( York) – Concept CartoonsDavid Johnson and Roger Johnson - cooperative learning improves student engagement, motivation and attainment.