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How to get our student to learn physics rather than just gain credits

How to get our student to learn physics rather than just gain credits. Kerry Parker Curriculum Leader: Science The Correspondence School, NZ. Goals for this talk. You don’t feel that you have to be part of a sausage factory That we gain useful ideas from each other

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How to get our student to learn physics rather than just gain credits

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  1. How to get our student to learn physics rather than just gain credits Kerry Parker Curriculum Leader: Science The Correspondence School, NZ

  2. Goals for this talk • You don’t feel that you have to be part of a sausage factory • That we gain useful ideas from each other • Make contacts with people who can help us in the future

  3. How this talk began…. • An invitation from the Cook Island Ministry of Education

  4. Professional Development for Science teachers delivering NCEA….

  5. How can we get our students to learn science rather than just gain credits?

  6. How to get our student to learn physics rather than just gain credits? We have assessment systems Who are they for?

  7. How to get our student to learn physics rather than just gain credits? Is it to evaluate the effectiveness of our teaching? Is it to measure student progress? Are our assessments designed to sort out the clever kids?

  8. How to get our student to learn physics rather than just gain credits? We end up spoon feeding So we ‘make it simple’, we ‘get them ahead’, and we give them carrots and sticks. We want our kids to do well

  9. How to get our student to learn physics rather than just gain credits? Fear of Failure The fear of failure is more deadly than failure itself. The fear of failure paints so many imaginary scenarios which petrifies you and renders you immobile. http://www.boxingscene.com/motivation/26503.php

  10. How to get our student to learn physics rather than just gain credits? Intellectual dependency Students lose sight of the purpose of school and learning Knowledge is considered dispensable after it is used to secure a good grade. Grade obsession

  11. Their issues /Our issues We want our students to do well and gain credit so our teaching is focussed on students gaining the standard • use pre-written tasks • old and poorly written tests • many assessment events

  12. How to get our student to learn physics rather than just gain credits? Is this a problem for you? What can you/we do about it?

  13. How to get our student to learn physics rather than just gain credits? So how does the permissive curriculum affect this?

  14. How to get our student to learn physics rather than just gain credits? World trends are towards less content

  15. How to get our student to learn physics rather than just gain credits? We may have a strange perspective Rose Hipkins 2008

  16. How to get our student to learn physics rather than just gain credits? We’ve missed the whole point of education if students graduate from school still dependent on others to tell them that their answer are right, their products are adequate, or their behaviour is admirable. Costa and Kallick in Assessing and Reporting on Habits of Mind, 2000 The ultimate purpose of assessment is to guide students to become self-managing, self-monitoring, self-modifying and self-assessing. 

  17. How to get our student to learn physics rather than just gain credits? Remove fear of failure. Build tasks into teaching programmes (not vice versa) Get more appropriate and better-written tasks. Build intrinsic motivation wherever possible Focus on the curriculum goals, not the tasks.

  18. Before we start to use NCEA…. We need to be able to answer the big questions: • Why are we teaching this stuff? • What do our students really need? • What do they really want? • What learning styles will best suit them in reaching these goals? • Remember that NCEA is only an assessment tool. Learning is our focus!

  19. How to get our student to learn physics rather than just gain credits? What do we want for our students?

  20. How to get our student to learn physics rather than just gain credits? Island Bay Primary Persisting Thinking and communicating with clarity and precision Managing impulsivity Gathering data through all senses Listening with understanding and empathy Creating, imagining, innovating Thinking flexibly Responding with wonderment and awe Thinking about thinking (metacognition) Taking responsible risks Striving for accuracy Finding humor Questioning and posing problems Thinking interdependently Applying past knowledge to new situations Remaining open to continuous learning

  21. With learning goals in mind… • Look at standards and consider • develop a programme which will meet your students’ needs. • Use carefully worded rubrics

  22. Don’t go alone! At every stage it is important to use our peers for support • colleagues in school, • colleagues in other schools, advisors, • NZIP • NZQA NAFs and moderators • school-specific documents • NZC ……

  23. Developing a task (1) Think about what your students can do. • What sort of task should you use? • At what point in their learning programme will they have reached the standard? • How much preparation do the students need to be able to do it? • How much support will you be able to give them while they are doing the task? Tasks must be valid and reliable, but you don’t have to use closed-book tests. The goal is to assess whether the student is at the standard.

  24. Developing a task (2) Peer Review. The task must allow students to provide evidence that they have reached the standard The task must offer M and E opportunities if the standard supports these. Development of schedule: evidence statements and judgement statement – keep in draft while reviewing the task

  25. Preparing for the assessment • Prepare the students for the assessment – students need to be clear about what to do, but don’t make a meal of it. Plan thoughtfully. • The best preparation is good teaching and learning.

  26. During the assessment • Stick to your assessment conditions – the golden rule is to ensure that the students are getting the opportunity to demonstrate whether they are at the standard or not.

  27. After the assessment • Marking : • Be clear about what the student has done with regard to the standard • Allows teacher feedback which encourages student reflection. • Emphasise the learning not just the credits! • Grades must be checked through a rigorous peer-moderation process

  28. Life is too short to be stuck in a sausage factory…. • A sunny end in a beautiful place

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