Authentic or simulated contexts

1. Authentic or simulated contexts Problem solving /inquiry approach*- local, national or global issues E4E, E4S Computer games e.g. ‘Second Life’ virtual societies – using them; ‘unpacking’ them; creating them Concept mapping E-portfolios Student self/peer/group assessment Feedback for all – learning partnerships Learning logs / diaries

2. Hall & Hord, p. 82

3. Categories for Levels of Use Hall & Hord, p. 90

4. What Teachers Can Do Now From Catching the Knowledge Wave? NZCER Press 2005 • They can work together more • ‘Secondary school teachers could change their work practices so they work • together with other teachers in cross-disciplinary individual teams or syndicates’…this would allow them to combine their knowledge and skills to develop their strengths as a team and compensate for any individual areas of weakness. These teams could plan for particular classes or whole year groups, units of work that cover different curriculum areas…’ • 2 They can think of new ways to timetable student activities • ‘Timetabling so that cross disciplinary teams of teachers work together with one large group of students –probably two or more classes divided into smaller teams…need to be timetabled to work together for at least two periods consecutively and systems for off-site investigation.’ • They can develop their skills for helping students work in small groups. • ‘Some teachers in a school will be very good at helping students work together productively in groups for sustained periods or specific projects. Others will have a good understanding of assessing group performance. ..’(Professional learning community)

5. What Teachers Can Do Now From Catching the Knowledge Wave? NZCER Press 2005 4.They can foreground students’ real world research projects Currently in schools – Enterprise for Education; CREST awards; Maths Olympiads, Technology challenge; Stage Challenge; Youth Parliament etc.‘many of these programmes could be redesigned to make them prominent parts of school activities, so structuring classroom learning for all students , not the few who involve themselves in these activities as optional extras. 5.They can develop databases of community contacts and resources All teachers have networks of community contacts they use to help them do their work. Could be a site for collecting and storing of important local knowledge. To achieve support for initiatives schools will need well though out strategies for ‘marketing them to communities. 6. They can focus on developing systems-level understanding of their subject Teachers could build into their units of work sections that explicitly aim to develop students meta- or systems level understanding of particular curriculum areas….understanding how the body of knowledge works –both internally, on its own terms , and in relation to other bodies of knowledge- and see how it fits into the widersocio-political context in which it developed.

8. Julie Cadzow: see ArtsOnline

9. Julie Cadzow: see ArtsOnline

10. Julie Cadzow: see ArtsOnline

11. KNOWLEDGE BASE: Facts We Need to Know / Teach Theory behind the cleaning process Soap vs. Detergents What is in commercially bought soaps / detergents INVESTIGATING IN SCIENCE FOCUS: ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations (L3-4) STARTER ACTIVITY: How much soap / detergent is required for the job? PROCESS: i.e.: how I will develop students’ observation and questioning skills Compare different soaps and detergents Talk about and draw similarities and differences Devise and carry out simple experiments to find minimum requirements KEY COMPETENCIES pp.12-13 Using Language, Symbols & Texts 1. FOCUS: interpreting a diagram of the structure of a chemical STARTER ACTIVITY: oil on water and detergent drop observation PROCESS: i.e.: how I will build students’ ability to interpret chemical structure diagram of detergent / soap Role play – acting out the reaction Make a model Give & discuss the scientific structure Give / discuss the model of how soap / detergents work 2. FOCUS: creating a diagram of where soap / detergent waste water goes STARTER ACTIVITY: PROCESS i.e.: how I will build students’ ability to understand where soap / detergent waste water goes Follow a local waste water pipe / stormwater drain (as much as possible) Visit wastewater treatment station Map the school drains Look at stormwater / waterwater drain diagrams Create a flow diagram to show the process of where soap / detergent waste water ends up UNIT: Smarter Clean-Ups 1. Developing students understanding of physical and chemical properties through observation and measurements (MATERIAL WORLD L.3) 2. Use this understanding to explore issues relating to soaps and detergents and make decisions about possible actions (NATURE OF SCIENCE Participating & Contributing L.3-4) 3. Implement appropriate actions (Personal and Social Responsibility for Action p. 13; Action for the Environment p.14 GUIDELINES for EE in NZ Schools) NATURE OF SCIENCE Participating & Contributing 1. FOCUS:– use their growing science knowledge when considering the effects of soap on the environment L. 3 STARTER ACTIVITY: pictures of soaps / detergents effects on the environment PROCESS: i.e.: how I will develop students’ growing science knowledge Have a water pollution expert visit / email / skype etc – have students prepare questions Realize that some bubbles in water are natural – devise an experiment to illustrate how this could happen KEY COMPETENCIES pp.12-13 PRINCIPLES p.9 Thinking Learning to Learn Cultural Diversity COMMUNICATING IN SCIENCE– Begin to use a range of scientific symbols, conventions and vocabulary (L. 3) 1. FOCUS: Cultural Differences re: Cleaning STARTER ACTIVITY: PROCESS: 2. FOCUS: Pollution caused by soaps / detergents STARTER ACTIVITY: PROCESS: 3. FOCUS: Economic cost of using soaps / detergents Assessment Science using NZ Science Exemplars Matrix A – engaging in social issues Matrix A – caring for the environment Matrix D – communicates explanations using aids POSSIBLE ACTIONS – to be decided in dialogue with the students Use Action Planners (Guidelines for EE in NZ Schools) and decision making matrices (www.e4s.org.nz ) NATURE OF SCIENCE Participating & Contributing–explore various aspects of an issue and make decisions about possible actions L. 3 1) Personal Behaviour Examples: Write and say a pledge to reduce or measure the amount of soap used when washing dishes/ clothes, bathing and cleaning ; “ I pledge to only use a quarter of a teaspoon of dishwashing liquid”“I pledge to measure the amount of shampoo I use with a ....” Take responsibility for washing the family car, and ensure that it is washed on the grass, not the pavement 2) Systems for the class/ school Examples: Test / trial the use of ‘home-made’ cleaning products at schoolwith the school cleaner(s) Make and sell environmentally friendly cleaning products Paint stormwater drains with yellow fish to promote “drains are for rain” c) Educating others to help them change their behaviours Examples: Ask supermarkets to consider stocking certain products over others; Write to detergent manufacturers with soap /detergent measuring device designs; lead a community ‘drains are for rain’ campaign with displays, flyers, text bombs etc; encourage family members to reduce their soap/ detergent use Kate Rice et al Otago

12. Kate Rice et al Otago

13. Kate Rice et al Otago

14. Readings and Information that other schools are finding useful in addition to those on the NZC website: • Readings • An approach to secondary school improvement Prepared for Alan Luke Queensland University of Technology by Ben Levin OISE Toronto Nov. 2007 • Learning Futures: Next Practice in Learning and Teaching – a Horizon Scanning Guide Prof. Mark Hadfield & Michael Jopling University of Wolverhampton March 2008 • Claxton, G. (2006). Expanding the capacity to learn: A new end for education? Paper presented at the British Education Research Association (BERA), Warwick, September 6. (Google this – it’s on the internet) • West Virginia 21st Century – Leadership Framework for High Performing 21st Century High School Classrooms West Virginia Dept. of Education • Video/Digistories • http://wvde.state.wv.us/professional-development/model-classrooms/ • Powerpoints • Why Project-based Learning WVDEOffice of Instruction • Websites • http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/ConceptMapping/ • http://www.21stcenturyskills.org/index.php