Category Archives: edushare

Scientific Literacy- Group TDT

The term ‘Scientific Literacy’ is one that can often be heard in academic conversation but what does it actually mean? To be literate is having the “ability to read and write” (Oxford Dictionary, no date), therefore it would be assumed that being ‘scientifically literate’ is about having the knowledge to be able to understand different scientific concepts. However, scientific literacy is not just about knowing how to carry out a range of different experiments. It refers to having a knowledge of scientific concepts and being able to apply what we know to decisions that we make throughout our daily lives, regarding “personal decision making, participation in civic and cultural affairs and economic productivity” (Literacy.net, no date). This entails that being scientifically literate gives you the proficiency to be able to “ask (about), find and determine” (NSES, no date) scientific experiments, and establish whether information that has been shared is of a reliable background. From this we can use individual methods to judge and evaluate the experiments, resulting in conclusions which have come from personal knowledge and research.

The best and most well-known example of scientific literacy, or a lack of scientific literacy- leading to inaccurate reporting- is the MMR vaccine scare. This started when a paper was published in 1998 and reported that twelve children had been found to have bowel syndrome and signs of autism after receiving the vaccine. However, the report provided no hard evidence to support the argument that there was any link between the MMR vaccine and autism. The main author of the report, Dr Andrew Wakefield, initially stated at a press conference that parents should avoid the MMR vaccine. It was later found that the author of the report did not have the medical qualifications to assess the risk of the MMR vaccine, and he was found guilty of four counts of dishonesty. These events had a major effect on public confidence in the MMR vaccine. Vaccination rates continued to fall, even after there were many reports showing that there was no link between the vaccine and autism. When it was found that Wakefield had actually been funded by a lawyer firm that wanted litigation against MMR, confidence eventually returned but a combination of poor scientific practice and lack of scientific literacy led to inaccurate reporting in the media for several years.

In terms of scientific literacy in the classroom, the process of fair testing is an important part to any science-based activity that you may be conducting with your pupils. Therefore, it is vital that you teach them just how important this element is. Fair testing means that only one factor is changed at any one time ensuring that all the other conditions are left the same throughout. In scientific terms, changing a factor is known as changing a variable. It is essential that children understand the effects that changing one or more variables has in order to fully understand the experiments you teach them. But how does teaching fair testing link to scientific literacy? By making your children aware of fair testing, you are stating that an experiment will have no deliberate advantages or disadvantages as they follow a procedure that will provide a legitimate outcome. Through this, students will then be able to “identify questions and draw evidence-based conclusions”. Fair testing ensures that there is less of a bias within the experiment. Scientific literacy is linked to fair testing through the fact that it is “evidence-based” and not simply an answer that people are to believe. Fair testing helps to reduce this idea of “bad science” in schools. It will help your pupils to progress within their scientific literacy and encourage them to become more questioning, providing results that have evidence to back up the findings.

References

Literacy.net (no date): Scientific Literacy: [online] Available from: <http://www.literacynet.org/science/scientificliteracy.html> [10/02/16]

National Science Education Standards (no date): Chapter 2 – Principles and Definitions: [online] Available from: <http://www.nap.edu/read/4962/chapter/4> [10/02/16]

OECD [Organisation for Economic Co-operation and Development] (2003) The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.

Oxford Dictionary (no date): Literate: [online] Available from: <http://www.oxforddictionaries.com/definition/english/literate> [10/02/16]

Radio 4, Science Betrayed, Thursday 24 March 2011 at 20:59 (available online at http://bobnational.net/record/55921)

John Muir, Shaun Finnigan, Danielle Mackay, Rachel Billes

The sky is the limit!

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After spending some time reading other people’s ePortfolio blog posts this morning, I have come away quite enlightened. Throughout the time I have spent writing my blog posts, reflecting on my personal development and discovering new aspects of the curriculum, I have adapted and improved my blogs as I have been inspired by the other posts I have read.

One of my more recent discoveries was how to align pictures alongside text as I think that it makes the blog nicer to look at and easier to read. This is something that I have seen done by
many others and wanted to incorporate it into my own posts.

Something else that I would like to start integrating into my posts is direct links to professional practice and more references to academic text. This will take more time and commitment on my part but ultimately I will need to take this step forward in order to further my professional development.

One of the most exciting posts that I read today was about classroom management. This post used the computer game ‘Sims 4’ to design the layout of a classroom. (See below)

https://blogs.glowscotland.org.uk/glowblogs/cebeportfolio/2016/01/06/180/

As I was reading this post I felt lots of little light bulbs going off in my head. What a great
example of thinking outside the box! It reminded me that with education the sky really is the limit. If more of us were to take that step outside of the box then just imagine how the future of education could be transformed. This has inspired not only the way I write my blog posts but the way I look at how I will be an engaging and fun teacher, whilst focusing on the 8 key areas of the curriculum. As is highlighted in the Disney film ‘Big Hero Six’, you sometimes need to look for a new angle.

Google it!

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In our second technology workshop we discussed accessing, retrieving and presenting information from the internet and how we can teach children about internet safety. We looked at different websites, including fake websites, which give false information on certain topics.This could be an issue if pupils are asked to do a research task, therefore it is important to explain to children that they cannot trust everything they read.

An ICT skill that can be taught when thinking about internet safety is Boolean Searching. This is a way of being more selective, when looking for information, through the use of quotation marks and by putting the word ‘and’ between search words. This narrows down the huge number of searches that appear when you ‘Google’ something.

We often use the phrase, “I’ll just Google it!” when we are actually referring to looking up a piece of information. There are many other search engines that can be shown to children such as:

‘KidsClick!’ http://www.kidsclick.org
‘AolKids.’ http://kids.aol.com
‘AskKids’ http://www.askkids.com

When looking at presenting information we were shown three different resources; Fakebook, Prezi and Animoto- which I used to make the video at the top of this blog post. These are great classroom resources as children can present their research findings in an interactive and engaging way, rather than simply making a poster or filling out a worksheet.

Exciting Animations!

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In our first technology workshop we looked at how to make different types of animation and good ways of using and teaching these techniques in the classroom.

The first activity was making a flip book animation with a folded over piece of paper. The instruction was to start by drawing something on the inside of the paper. When the paper is folded over you should be able to see the image shining through, providing an ‘onion skin’ so that the next drawing can be drawn with only a slight alteration. This then allows the image to move when the paper is opened and shut at regular intervals. When doing this task with a class it is important to be prepared with folded pieces of paper for the pupils in the class, as they may not fold them exactly in half and the activity may not work as well. A clear demonstration will also be necessary to ensure that the pupils fully understand the task.

We then tried making another type of flip animation using the corner of our notepads; however post-it notes would be the best resource to use for this activity. The video below describes how this type of animation works.

Our third animation activity involved recreating a scene from the film ‘Frozen’ using the programme ‘Pivot Animator’. Like the previous activity this programme is designed so that you can make a scene using stick men and then make subtle changes to the picture using the ‘onion skin’ as a guide. This sequence of pictures makes the animation come to life. In the classroom you may choose to pick a story line or ask the children to recreate a specific scene from a film, as we did with the film ‘Frozen’. We learnt how to add different characters, how to change the colour of the characters and how to make our own characters. It may take a whole lesson to explain one of these skills to your class depending on their stage. It is also important to avoid teaching more than 3 new ICT skills in one lesson as it can be overwhelming for some pupils.

The above video is an example of an animation created using ‘Pivot Animator’. This is one of the very few videos on youtube, made using this programme, that does not involve any violence or inappropriate images. This is why it is important to be clear with your pupils that although others are using the programme in this way, it is a great classroom tool and similar inappropriate use will not be tolerated in the classroom setting.

For our third and final activity we worked in pairs and were shown how to use plasticine models to create an animation using the programme ‘Zu3D’. We learnt how to use cameras which plugged into the computer and that it was important to take five shots for each frame as it took an average of 25 scenes before the video was only a second long. We were also shown how to add in text at the start and end of the video and sound, if we wanted to include these aspects in our animations. Finally, we were shown how to save our animation in video format. A copy of our animation is available to download and view below.

Using animation in the classroom is not only a great way of teaching ICT skills but an opportunity to draw on other areas of the curriculum such as literacy, music and art. For example, the animation could be used as a stimulus for a story writing exercise. The children could also consider the use and impacts of the music used for animations and could even choose a piece of music as a stimulus for their animation. The plasticine models allow a link with art and the making of the actual animations requires team work and co-operation. It allows the pupils to be creative and to explore new ways of creating and developing ideas through the use of technology.

The Mystery that is Mathematics

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What is the first thing that you think of when someone says maths? Do you feel full of confidence and excitement or rather dread and fear?

During our first maths input this afternoon, I realised just how many people experience the latter mentioned feelings of fear and anxiety. There were even people who talked about feeling physically sick just at the thought of it. Why is this? As teachers it will be important to think about why maths is such a huge cause for concern, for so many, and what methods can be used to change peoples’ attitudes to Maths Jokes.009 wards such an important part of the curriculum.

A main point that came out of the discussions during the workshop was that if people did not feel like they were good at maths they kept that mentality throughout their time at school, and still find it difficult to see the opportunities to become more confident in this subject. When we are challenged by something, especially as children, a natural reaction is often to switch off, shut things out or give up. I think this has something to do with feeling vulnerable and embarrassed, especially when we start comparing ourselves with others who seem to know it all.

I would like to spend some time sharing and reflecting on my own experience of maths in primary and secondary school. From when I first started school in primary 1 right up to primary 7, I found myself in all of the ‘top groups’ including maths. I always felt happy and confident during maths lessons and very able to explain to others how to get to an answer without much worry or concern. Of course there were areas which I found difficult but they didn’t make me scared or less confident in my abilities.

My high confidence in maths continued into the first couple of years of high school but I no longer enjoyed the lessons as much, as most of the work we did came straight from the textbook. I can’t quite pin-point the moment that I started to feel less confident in my abilities in maths but I know that it started to creep in during my exam years.

Our standard grade teacher encouraged us all to sit higher maths as she believed that we were all capable of continuing at that level. It was this confidence in our class that made me choose maths as a subject in fifth year. This was probably the year that knocked my confidence the most because I had always felt good at maths until this point. My parents arranged for me to be tutored in maths as I was able to do the work but perhaps required more time to go over areas of difficulty. That being said, I have forgotten a lot of what I learnt that year and have found myself telling others that maths is something I am not very good at, despite the fact that I managed to get a B in my Higher exam.

Looking back on my own experiences it is clear to me that a lot of our self esteem and self concept, especially in more difficult areas such as maths, comes from the teacher and their teaching style. My favourite maths lessons were the ones where we were able to do group tasks or challenges in order to find the solution to a problem.

Learning from peers can be very beneficial as one of your class mates may explain something to you, in a way that is easier for you to understand than what the teacher originally demonstrated. Explaining something to others, that you understand well, is also a great way of consolidating what you already know. During one higher maths lesson the teacher came over and heard me explaining how I worked through one of the questions to a class mate who was feeling confused. He told me that I should be a maths teacher to which I responded, “No way! I can only explain it well because I understand this bit.”

My main reflections on this topic are that you don’t have to have the highest qualification in maths to teach it well. As long as you find a way of understanding the maths that you need to teach your pupils and can help them to understand your methods in an enthusiastic, fun and interactive way then there is no need to feel anxious or scared.

$hilbert-math-quote$

Children are the real teachers

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As someone who is a regular Facebook user, I see a lot of weird and wonderful videos on my timeline on a daily basis but this one has to have been my favourite by far. This child is having a conversation with her mum after her parents have gone through a divorce and her depth of enlightenment and understanding of the world is quite incredible.

She talks about how she wants “everyone to be steady” and in line with her heart. This is a great example of how at this age children may not know words for what they are trying to describe, in this case compassion, but can more often than not explain what they mean much better than any adult could. She talks about how much better the world would be if everyone smiled and if everyone could be friends. This message is so heart felt and is so important to remember when we are currently seeing a lot of hatred and violence around the world.

My favourite line that the child keeps repeating is, “I’m not trying to be mean” because it shows that she understands that people can try and enforce their opinions on others in a mean way but she is trying to achieve the opposite.

She then goes on to talk about how “everyone’s heart is something” which shows that she has strong morals about equality and everyone being seen as unique and having something to offer in the world. There is a constant theme in her argument that if she can do something, like smile or be nice, then everyone can because we are all the same. Her idea that everyone in the world would be monsters if we weren’t friends is such a powerful statement.

Have adults forgotten the importance of smiling? Have we as a society forgotten how to be friends? Are there people who have turned into monsters? What would the world be like if everyone kept it “steady” and “in line with the heart”?.

Children have so much to teach us.

Calling out for peace

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The terrible news of the terrorist attack in Paris on Friday 13th November will not be new to many people. It is a story that has really struck a chord with me and makes me question; what kind of world are we living in? When innocent lives are being taken, and for what?

One of the biggest outcries on social media over the last couple of days has been the need to highlight more of these tragedies that different countries, around the world, are facing everyday. Just today there was another attack, this time in Kenya. (See article below)

http://www.bbc.co.uk/news/world-africa-32169080

How are we now meant to move on as a society? What can we do to make a difference? And, most importantly, how can we as teachers address such serious issues in the classroom? It can be difficult to know where to start and whether or not children are ready to hear about some of the horror stories we are subject to every single day.

I think it is really important that, from an early age, children understand that violence is not the answer to solving problems. It always amazes me that people think that the way to achieve peace is through war. If people had the ability to see past hatred and violence and focused on loving one another then the world would be a much safer and happier place. This is a message that is important to share with children as we want future generations to live in peace. Psychologist, Marshall Rosenberg, has a very interesting take on the topic of ‘Compassionate Communication’ which I encourage you to read:

https://www.nwcompass.org/compassionate_communication.html

Another issue that has been raised after the recent terrorist attacks is the increase in Islamicphobia. I find it absolutely ridiculous that people are blaming all Muslims for the actions of a minority group who practise the same religion. This is why it is vital to teach religious education in schools, to help children understand that there are always going to be stigmas attached to certain religions but that doesn’t make all those who practise that religion bad people.

One way of helping children to understand such big issues is through music. There are so many beautiful and meaningful songs that really get the simple message across that it is important to strive for peace. Some examples of simple songs that can be used in the primary school are in the links below.

Overall, I think it is important that we inform children of world issues when they are at a stage of development when they are not going to just feel scared about these stories but will actually be able to communicate how they feel about the issues. It is important that we don’t cause them to live in fear but encourage each individual to make a difference. Something as simple as a session on reflective writing, poetry or through song could be a really effective lesson to cover some of the harder topics that are important to address.

The Secret Life of 4 Year Olds

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http://www.channel4.com/programmes/the-secret-life-of-4-5-and-6-year-olds/on-demand/61827-001

This programme, on Channel 4, was recommended to me by a friend and I thought it was something worth sharing. As primary teachers we will be expected to teach some children as young as 4 years old, therefore it is important that we understand the stage of development they are at when they start school.

This episode shows how from a young age children are already influenced by gender. When asked to pick their teams for the bean bag race there was a clear divide between the boys team and the girls team. This game also shows that boys at this age are very competitive and sometimes bend the rules to win, whereas the girls see the rules as very important. Some of the boys also became aggressive and upset when they weren’t chosen as team captain. This shows how boys and girls think in different ways and why it is important to create different learning environments to suit everyone.

Another point that is raised in this episode is that some children are still facing language barriers at the age of 4. This can be as simple as not knowing the right word to use in a situation and can become very infuriating for the child. This is an important point because, as teachers, it is essential to be patient, especially with the younger children who may struggle in this way.

An example at the opposite end of the scale is when you get a child who avoids social interaction and finds comfort in objects and numbers. The child in this episode was thought to perhaps be on the autistic spectrum, as he showed great interest in areas that others might not e.g. buses and found it difficult to socialise with the other children. It is important to realise that not all children will feel comfortable in social situations and that being in a classroom situation is actually really difficult for them. Flexible lesson plans are vital to suit the needs of specific children in your class so that they all feel comfortable in their learning environment.

It was very interesting to observe another child try and bring the child who isolated himself out into the playground with the other children. He had decided that this boy would be his friend and that he was not going to give up. This particular child is being brought up by parents who often talk about and value love. This was obvious when he was the only boy who showed sympathy towards the girls when they lost the bean bag race. At this point it is important to note that children all come from different backgrounds and so will behave in different ways. Although they are all the same age, some children can be seen as more mature or developed than others due to their home circumstances.

To follow on from this point, the episode showed how having siblings can influence a child’s behaviour. When it came to sharing toys, the children with siblings were able to make compromises whilst the only child was seen as bossy. This is because the only child is not used to sharing with other children and so has to learn that this is important. This can result in arguments among the children but it is important to let them learn how to solve their differences through discussion and reasoning.

A further point that is highlighted is that young children get upset very easily. They find it hard if someone tells them that they like someone else more than them or if they are not allowed to join in someone’s game. This is where, as a teacher, it is important to listen to the children because although it may sound silly to you it means a lot to them.

It is important to note that most children start school when they are 5 and so it can sometimes be a challenge for the 4 year olds to keep up. This is why it is important to remember that within a year group there will be a mix of ages and abilities to work with and plan lessons for.

Peer Review and Feedback

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To get you thinking about the topic of peer review, watch the video below where children explain the different kinds of people and problems you might encounter during a feedback session.

This video shows that cooperation with others is an integral part of the feedback process. When reviewing a peer’s work it is important to be sensitive and realistic in your comments. However, there is a difference between being mean and being critical. Giving critical feedback to someone is one of the best things you can do as it helps them to appreciate where they might have gone wrong, allowing them to make changes and improvements for the next time.

A good method of feedback often used in schools is the ‘two stars and a wish’ approach. This is where the child has to comment on two things that their peer has done well (the stars) and an area that needs to be improved (the wish). However, as a teacher, it is important to encourage the children to look at the success criteria of the task and not focus on things like whether or not the title is underlined. This is because the children will have focused the majority of their attention on the aims outlined in the success criteria therefore, it makes sense to give praise or constructive feedback on these points.

From my experience it is always nice to get a positive piece of feedback that someone has really thought about. It doesn’t make me feel great if someone has just stated the obvious e.g. “You copied the title correctly” but rather that they have really taken time to point out exactly what was good about a certain area and why. In the same way I look forward to receiving a critical piece of feedback as it makes me want to do better the next time and helps the same mistakes from happening in the future.

In my own experience, I have found that people find it difficult to be critical because they are worried about it coming across the wrong way. I would rather have someone honestly saying where I have made a mistake than telling me that my work is perfect- because it never will be! This is why it is vital that there is a two-way understanding in peer review sessions that constructive criticism should not be taken to heart. It is always worth remembering that it is the work you have produced that is being given the feedback and not you as a person.

On the other hand, I also really enjoy giving feedback as I feel like I can help others to move forward in their learning. This will be vital as a teacher as, quite often, the marks are not nearly as relevant as the points of feedback given in order for a child to improve on their areas of weakness.

*EXTRA ADD-IN*: A couple of hours after writing this blog post, I came across an article on ‘The Guardian’ website about peer review which I thought I would just add to the bottom of this post.

http://www.theguardian.com/higher-education-network/2015/oct/28/why-peer-review-needs-a-good-going-over

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