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CIE’s 5 th International Teachers’ Conference

CIE’s 5 th International Teachers’ Conference. Workshop One: Teaching and learning - classroom techniques to support Science teaching. Tony Tooth. I am a Chemistry teacher at an Independent School near Cambridge I am an examiner for CIE and OCR I am Principal Examiner for Pre-U Chemistry

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CIE’s 5 th International Teachers’ Conference

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  1. CIE’s 5th International Teachers’ Conference Workshop One: Teaching and learning - classroom techniques to support Science teaching

  2. Tony Tooth • I am a Chemistry teacher at an Independent School near Cambridge • I am an examiner for CIE and OCR • I am Principal Examiner for Pre-U Chemistry • I write a column for the RSC’s Education in Chemistry magazine • I work as a teacher trainer for the RSC • I write resource materials both online and for publication

  3. Aims of the Workshops • To discuss some key aspects of delivering CIE Chemistry Specifications

  4. Aims of the Workshops • To discuss some key aspects of delivering CIE Chemistry Specifications • To consider various classroom strategies to stimulate enquiry, problem-solving and autonomous learning

  5. Aims of the Workshops • To discuss some key aspects of delivering CIE Chemistry Specifications • To consider various classroom strategies to stimulate enquiry, problem-solving and autonomous learning • To explore issues related to the delivery of practical and skills based lessons

  6. Aims of the Workshops • To discuss some key aspects of delivering CIE Chemistry Specifications • To consider various classroom strategies to stimulate enquiry, problem-solving and autonomous learning • To explore issues related to the delivery of practical and skills based lessons • To reflect on the use of language in Chemistry teaching

  7. Aims of the Workshops • To discuss some key aspects of delivering CIE Chemistry Specifications • To consider various classroom strategies to stimulate enquiry, problem-solving and autonomous learning • To explore issues related to the delivery of practical and skills based lessons • To reflect on the use of language in Chemistry teaching • To discuss lesson planning and assessment

  8. Aims of the Workshops • To discuss some key aspects of delivering CIE Chemistry Specifications • To consider various classroom strategies to stimulate enquiry, problem-solving and autonomous learning • To explore issues related to the delivery of practical and skills based lessons • To reflect on the use of language in Chemistry teaching • To discuss lesson planning and assessment

  9. Enquiry: • Is the act of asking questions

  10. Enquiry: • Is the act of asking questions • Scientific Enquiry involves asking questions that can be investigated, as opposed to opinion-based questions that require value judgements (such as “which is the most delicious biscuit?”)

  11. Enquiry: • Is the act of asking questions • Scientific Enquiry involves asking questions that can be investigated, as opposed to opinion-based questions that require value judgements (such as “which is the most delicious biscuit?”) • Scientific Enquiry involves considering more than one option

  12. Enquiry: • Is the act of asking questions • Scientific Enquiry involves asking questions that can be investigated, as opposed to opinion-based questions that require value judgements (such as “which is the most delicious biscuit?”) • Scientific Enquiry involves considering more than one option

  13. Enquiry: Why? Ice Breaker: Describe and Draw it

  14. How to Encourage Enquiry

  15. How to Encourage Enquiry • Environment for Enquiry • The teacher creates a suitable environment for enquiry by managing the physical and psychological conditions to create an atmosphere of sufficient safety and trust.

  16. How to Encourage Enquiry • Environment for Enquiry • The teacher creates a suitable environment for enquiry by managing the physical and psychological conditions to create an atmosphere of sufficient safety and trust. • Includes checking needs and expectations and attending to the emotional and relationship dimension of the group

  17. How to Encourage Enquiry • Environment for Enquiry “If the learning context sustains and encourages curiosity, exploration and questioning in all circumstances then enquiry, collaboration, tolerance, flexibility, sensitivity, critical reflection and creativity are more likely to ensue”(Conder and Ward; Understanding Childrens’ learning)

  18. How to Encourage Enquiry • Environment for Enquiry “Teachers’ questions often relate to management, dominate classroom questioning and give little opportunity for pupils’ questions”(Conder and Ward; Understanding Childrens’ learning)

  19. How to Encourage Enquiry • Environment for Enquiry “Being able to ask questions which frame the appropriate learning outcome is crucial to extending childrens’ thinking”(Conder and Ward; Understanding Childrens’ learning)

  20. How to Encourage Enquiry • Presence and Attention • The teacher’s presence – their non-verbal behaviour, attention and willingness to disclose their own feelings and experience – has a significant influence on the quality of enquiry

  21. How to Encourage Enquiry • Presence and Attention • The teacher’s presence – their non-verbal behaviour, attention and willingness to disclose their own feelings and experience – has a significant influence on the quality of enquiry • The first thing a teacher brings to a session is his/her presence. He/She comes into the room and is instantly present to the students by virtue of posture, gesture, facial expression and relative position, even before he/she uses his/her voice.

  22. How to Encourage Enquiry • Presence and Attention • Preparing presence • Ground and align your body (eg feet on the ground, breathing)

  23. How to Encourage Enquiry • Presence and Attention • Preparing presence • Clear your visual focus

  24. How to Encourage Enquiry • Presence and Attention • Preparing presence • “Extend your kinaesthetic sense beyond your physical body boundary as a connection with others and `container’ for the relationship - as if you can extend the sensors on your skin out into the room”

  25. How to Encourage Enquiry • Presence and Attention • Preparing presence • “Stay `in your body’ – i.e. maintain your awareness and witnessing of your own body sensations - vs - going into your own `head’, or becoming absorbed into others’ content”

  26. Enquiry: How? Generation of ideas: Brainstorm “How can you encourage enquiry through teacher intervention in ...................?”

  27. Enquiry: How? Handout 1/1: How to Encourage Enquiry This should be used for reference to help generate ideas for suitable ‘teacher interventions’ based on • IGCSE 0620 Section 3.2 and/or • A/AS 9701 4(a)-(k)

  28. How to Encourage Enquiry • Intervening Thoughtfully • This is what the teacher says and does to promote enquiry, with emphasis on reflective listening and questioning. Rich questioning encourages reflection on experience, and challenges learners’ beliefs and attitudes about the subject, about themselves and about learning

  29. How to Encourage Enquiry • Intervening Thoughtfully • This is what the teacher says and does to promote enquiry, with emphasis on reflective listening and questioning. Rich questioning encourages reflection on experience, and challenges learners’ beliefs and attitudes about the subject, about themselves and about learning • Reflective Listening involves paraphrasing and feeding back what a person has said. Done skilfully it conveys empathy and encourages the person to clarify or expand on their statement

  30. How to Encourage Enquiry • Reflective Listening Prompts • So what you’re saying is............ • If I’ve understood you correctly, you believe that............ • In other words............ • You mean............ • It looks like............

  31. How to Encourage Enquiry • Reflective Listening Prompts • If all such prompts are accompanied with a tone of uncertainty in the voice then this implies some uncertainty in your interpretation and so encourages the student to offer further clarification.

  32. How to Encourage Enquiry • Equal time to speak • Listen to others when they speak • Be honest and open • Don’t attack others • Give constructive criticism • No compulsion to speak • Feelings may be expressed • Feelings not dismissed • Awareness/acceptance of diversity • Observe time boundaries

  33. Heron’s Six Categories of Intervention

  34. Heron’s Six Categories of Intervention

  35. Heron’s Six Categories of Intervention • `It is the specific, concrete context that makes one intervention more or less valuable than another’.

  36. Heron’s Six Categories of Intervention • `It is the specific, concrete context that makes one intervention more or less valuable than another’. • `Traditional education and training have rather overdone authoritative sorts of intervention, and have often omitted the facilitative sorts altogether’.

  37. Heron’s Six Categories of Intervention • `It is the specific, concrete context that makes one intervention more or less valuable than another’. • `Traditional education and training have rather overdone authoritative sorts of intervention, and have often omitted the facilitative sorts altogether’. • `Conversely, some innovative contemporary approaches to education… rely too much on facilitative interventions to the exclusion of authoritative ones.’

  38. CIE’s 5th International Teachers’ Conference Workshop Two: Exploring Practical and Skills Based Lessons

  39. Think, Share, Discuss What do you consider practical work to be?

  40. What do you consider practical work to be?

  41. Think, Share, Discuss Why is Practical Work important in Science/Chemistry?

  42. The Importance of Practical Work in Science

  43. Practical Work in Science Research indicates that there is general agreement that ‘practical activities can be put into three broad groups:

  44. Practical Work in Science Research indicates that there is general agreement that ‘practical activities can be put into three broad groups: Core Activities

  45. Practical Work in Science Research indicates that there is general agreement that ‘practical activities can be put into three broad groups: Core Activities Directly Related Activities

  46. Practical Work in Science Research indicates that there is general agreement that ‘practical activities can be put into three broad groups: Core Activities Directly Related Activities Complementary Activities

  47. Core Activities Investigations Laboratory Procedures and Techniques Fieldwork Find examples of opportunities for each type of activity in IGCSE 0620 or A/AS 9701

  48. Directly Related Activities Designing and Planning Investigations Data Analysis using ICT Analysing Results Teacher Demonstrations Experiencing Phenomena Find examples of opportunities for each type of activity in IGCSE 0620 or A/AS 9701

  49. Complementary Activities Science-Related Visits Surveys Presentations and Role Play Simulations including the use of ICT Models and Modelling Group Discussion Group Text-Based Activities

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