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ASE : 8 th January 2011 : 9.30 : HUMSS G27

An Overview Using materials adapted from Reflective Science (available from Thinkingandlearning.com). ASE : 8 th January 2011 : 9.30 : HUMSS G27 Thoughtful Pedagogy in KS4 Science : Supported by Esmée Fairbairn Dr D. McGregor (University of Wolverhampton). Overview of introduction.

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ASE : 8 th January 2011 : 9.30 : HUMSS G27

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  1. An OverviewUsing materials adapted from Reflective Science (available from Thinkingandlearning.com) • ASE : 8th January 2011 : 9.30 : HUMSS G27 • Thoughtful Pedagogy in KS4 Science : Supported by Esmée Fairbairn • Dr D. McGregor (University of Wolverhampton)

  2. Overview of introduction • Brief background to project • Outline of design and intent of Reflective Science • Experience some of the types of thinking • Findings from the project • Student thinking and learning • Teacher thinking learning

  3. Philosophy of the Esmee Fairbairn project • Support constructive, innovative & meaningful learning • Not to frogmarch students “across the scientific landscape with no time to discuss any of the ideas or their implications” (TLRP, 2006) • Address OfSTED (2008) concerns in the review of Successful Science 2004 - 2007, which states that: • ‘In too many [..] secondary schools teachers were mainly concerned with meeting narrow test and examination requirements and course specifications. This led them to adopt methodologies which did not meet the needs of all pupils or promote independent learning.”

  4. Introduction • Background of the project • What participants receive • Free materials to trial • Biology; Chemistry; Physics lessons on DVDs • Teacher guide • Technician advice • Students materials • Thoughtrack • Integration of research (reflective questionnaire/journal for teachers; student data (module assessments & metacognitive Thoughtracks; in-depth case – studies)

  5. The approach supports • Personal, learning and thinking skills (PLTS) that applies to all young people aged 11-19. • How Science Works (HSW) • Includes many historical aspects of scientific development • Considers evidence underpinning ideas • How science really works

  6. What do the Reflective Science materials look like?

  7. “Thinking lessons” in Reflective Science • Find out what you already know about something • Give you some ‘unusual’ things to think about and see if you can explain them • Often very difficult so working in a group may make answering problems easier • Reflect on how you work things out (together) • Link the thinking with everyday life

  8. Thinking lessons • Often less writing (more jotting down ideas) • More thinking • Questions - may be difficult • Why work in a group? • Discuss more • Often several answers to a question • Always important to give reasons • Share your ideas • After solved problem - reflection to explain ‘how’ and ‘why’ your group reached their answers • Bridging ideas to science & kind of reasoning used linking everyday life

  9. Aerial Adaptations • In your groups, use the following cards to compare the data about these animals. • What groups do you think they should be classified in? • Work out the features of each group the animals show, filling in the table. • Be prepared to explain your decisions to the class.

  10. van Helmont’s experiment • In the 17th century van Helmont, a Flemish chemist, carried out a famous experiment. It was based on his idea that a plant was produced only from water. • Why did he think this? • Is this a reasonable idea? Add your thoughts to your ThoughTrack. • Discuss and feed back your opinions. + Rain water for 5 years van Helmont started with a tub of soil and a young tree.

  11. Focussing on Photosynthesis • The Water Soldier is a plant that lives in the ditches and dykes of the Norfolk Broads. • It is not rooted in the soil. • In the summer it floats near the surface as in the photo. • In the winter it sinks to the bottom of the pond. • Can you think why it does this?

  12. Gaps in Gases

  13. Exploring Equlibria

  14. Aliens Abroad

  15. Frictional Forces

  16. Students’ Views • Positive reactions • Different types of thinking and learning activities • Contrasting usual science lessons • Working in groups • Supporting academic performance

  17. Teachers’ Views • Somewhat mixed reactions • Challenges • Contrasting usual science lessons • Organising groups • Supporting academic performance

  18. Success of project • Developing student’s thinking • Developing teacher’s appreciation of thinking • Developing student understanding of thinking • Monitoring student thinking • Appreciating conceptual understandings • CPD : Changing teacher’s practice through materials and INSET • Supporting co-operative and collaborative thinking

  19. Would you like to know more about the project? …or be involved further in looking at how grouping impacts on thinking… If so please contact me : debmcgregor@wlv.ac.uk Leave your contact details if you are interested. Thank you for listening.

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