UL BScEd Tutors

1. UL BScEd Tutors 25th September 2012

2. 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

3. 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 level • Practically supporting the use of sensor and other ICT in the classroom • Blended approach to CPD • Increasing the interest in, and understanding of, science and technology and encouraging students to consider science as a viable career option.

4. Partnership

5. Partners • DES • NCCA • DCU • NCE-MSTL

6. Project Groups • Kildare VEC • Louth VEC • Kildare Secondary Schools • Co Cork VEC • NUI MaynoothBScEd Students • UL BScEd Students

7. The Inquiry Based Science Teaching and Learning Framework

8. What it looks like

9. Getting started • When preparing your activity, refer to the syllabus for the appropriate learning outcome.

10. 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

11. Stimulus to Engage Something to focus student’s attention, stimulate wonder, and access prior knowledge. • Demonstration • Slide/Photograph • Reading • Video Clip • Story • Brainstorming http://www.sportsscientists.com/2009/08/analysis-of-bolts-958-wr.html http://www.youtube.com/watch?v=pkkAcGtjoew

12. 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?

13. 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):

14. Learning Outcomes processes skills content knowledge • following a logical pattern of questioning • decision-making that enables evidence to be gathered • logical thinking and problem solving • appreciate the importance of using a fair test • appreciate the significance of making and recording measurements and observations accurately • activities are basic to all science: observing, measuring, recording, calculating, classifying, investigating and communicating • be able to manipulate recorded data and to interpret, present and communicate results in an appropriate manner (pp. 11-12) BEING PERSONALLY EFFECTIVE INFORMATION PROCESSING NCCA Key Skills CRITICAL AND CREATIVE THINKING WORKING WITH OTHERS COMMUNICATING

15. Learning Outcomes Content Knowledge • Facts • Laws • Properties • Definitions • Formulae state demonstrate describe interpret know recall prepare name understand identify list select discuss compare investigate consider distinguish carry out tests explain draw

16. 50 www.wordle.net

17. Learning Outcomes - Process • following a logical pattern of questioning • decision-making that enables evidence to be gathered • logical thinking and problem solving • appreciate the importance of using a fair test • appreciate the significance of making and recording measurements and observations accurately • activities basic to all science: observing, measuring, recording, calculating, classifying, investigating and communicating • be able to manipulate recorded data and to interpret, present and communicate results in an appropriate manner • Junior Science Syllabus (pp.11-12)

18. Learning Outcomes - Skills www.ncca.ie

19. 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

20. Questions Higher Order Thinking

21. Develop the activity Arising from the probing questions for understanding • What if-----there was sugar, not salt, in the water • Is there any industry, factory ,etc. that could use this information? • What would happen if? • Has this a practical application?

22. 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?

23. Resources and ICT • Internet resources • CD/DVD material • Datalogging and sensors • Other related investigations • CWB • SciFest • BTYST • www.juniorscience.ie

24. References • Black Box -– Dylan Wiliam, Paul Black. Also Christine Harrison from the Black Box series for Science AfL research. All KCL • Mary 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 Cartoons • David Johnson and Roger Johnson - cooperative learning improves student engagement, motivation and attainment.