Category Archives: 3.1 Teaching & Learning

I know the caterpillar is hungry but do I need to know why?

Another fun filled expedition with my Ruby to delve into the world of science. This time it was another impromptu discussion brought up by the world around us. The location was the cycle path along by Barry Buddon (army base), a lovely contrast of environments: golf and a train track on one side and gunfire on the other with a wildlife rich walk slap bang in the middle. We often walk along here to watch the trains, identifying the company names and cargo we think they might be carrying and to where. Ruby’s keen eye spotted something large and furry as she rode her horse Star (bicycle) along the path. I was welcome of the break as her four wheels move much faster than my two legs.

The following video is of her recalling knowledge, the catalyst for this being the presence of the caterpillar. Ruby appears to be hanging like a cocoon in this video and Ollie the dog is a bit out of puff (it isn’t me). My mini scientist then went on to discuss the different appearance of the cocoon and caterpillar in relation to whether the insect would be a moth or a butterfly. The brighter or greener the outside then it was more likely to be a butterfly. The darker or hairier the outside it was more likely to be a moth. Every day is a school day! Ruby deduced that our fluffy caterpillar would most likely become a moth but we would have to come back to see because it would be unfair to take it home.

As a child I learnt about the butterfly life cycle, read the Hungry Caterpillar, was able to dig and explore outdoors whenever I wanted at home and was amazed by their delicate but intimidating presence on a trip to Butterfly World in primary 1. Considering that was 24 years ago I believe this shows what a profound effect the whole topic and the teacher had on my love of creepy crawlies. Spiders are even included in that. I understood we were much bigger than them, we should care for them and they have very important jobs to do. Within the science benchmarks for early years, SCN1-01a discusses consideration of growth and sorting organisms by features. I find this a tenuous link really, which made me question why the humble butterfly’s life cycle is one regularly taught, what children gain from this and why did this work so much better outside.

Instruction from Education Scotland in the Science Benchmarks is to allow children to develop understanding and skills in a practical manner(Benchmarks, pg2). My memories are vivid due to hands on experience outside of a classroom. But does real life experience in the outdoors engage learners? Currently the Association for Science Education, a UK organisation, champions the need for outdoor education in the field of Science education. In Scotland specifically, Education Scotland have the Curriculum for Excellence Through Outdoor Learning document, that encourages “planning for spontaneous local visits when weather is favourable.”(pg13) Slightly confusing terms: having to organise something spontaneous and only head outdoors if it is sunny?! We live in Scotland. Furthermore, science education is explicitly mentioned once (pg8) in the outdoor education document and the outdoors are mentioned only once (pg2) in the benchmarks. Consider also that a recent (2016) paper by the University of Edinburgh, Outdoor Learning in Scotland:Issues for Education, identified that not enough was being done beyond policy making to insure children had true engagement in outdoor education. This was due to a lack of training, provision, awareness, facilities and accountability (pg3).

I am just doing as I am encouraged at University and questioning the didactic methods in the hope that this will help me be the teacher I want to be within the Scottish education system. I know, from experience in classrooms that last minute trips do happen whether it is a trip to the playground to read a book or wandering in the local area to discuss homes. I can’t however, help but think that maybe more teachers would feel more confident in utilising the outdoors if they felt wholly encouraged and at times told. Theorists such as Pestalozzi and Froebel championed outdoor education, an area I am passionate about. However more recently and most succinctly, Priest (1986) established outdoor education as a system that was dependent on six factors: it was a method; it utilises the wealth of knowledge from experiential theorists like Dewey and Pestalozzi; it is essential for learning; it provides learning opportunities across cognitive, emotional and physical development; it highlights that our curriculum is naturally cross-curricular and a key component is that many relationships contribute to a child’s education (Watchow, Brown, 2011, pg18). This encourages me to pursue my pedagogical stance whilst teaching science.

How could the butterfly engage children in outdoor learning? How can it not? The butterfly is just so magical! The charity, Butterfly Conservation have an interesting breakdown of the scientific and educational value the butterfly and moth hold within the UK, all under the heading Why Butterflies Matter. This got me thinking of a stimulus for a topic about extinction, migration and adaptation in the natural world. The butterfly is a prime candidate.

The gems are probably the best-preserved fossils of any butterfly photo credit New Scientist

Imagine the conversations and investigations that could occur from placing this image or even better an imitation of this in a small wooden crate surrounded by shredded paper and handled with white gloves delivered with a stamp from the Scottish Museum? Or bury it in the play ground or shallow trough for children to excavate. Taking the children butterfly spotting in spring, can we find any? Why not? What can we do to bring them here? You could possibly explore life cycle, adaptation, extinction and most importantly conservation. The E&O being SCN2-01a the survival and adaptation of a species. I would be interested as an adult, let alone a child.

Whilst meeting Es and Os is important and guaranteeing progression enables life long learning I cannot help but feel a prescribed curriculum could occur if sole focus of meeting E&Os is stringently followed. I understand it is discouraged within the Benchmarks and that they are not for assessment but I had to scour the Experiences and Outcomes to shoe-horn the butterfly life cycle in when I know it is covered so frequently and how exciting it can be. There is no doubt that science lends itself to inquiry-based learning, in the outdoors with field work and that is aided by interest, opportunity and passion. Not ticking of boxes.

As Ruby and I discussed her bike may well have ended that caterpillars hurried journey to safety and food. Being outside, being aware of the human role and responsibility in the world of nature is one that is dear to my heart. An area I believe science in the Scottish Primary can really uncover and have lifelong impact upon.

why?

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Learning a new skill is sometimes daunting. Applying the skill gives you that wee bit more confidence then showing others gives a degree of confidence in the skill.

This week I learnt how to upload a video from my iPhone to YouTube then to my eportfolio, in a somewhat seamless manner. Although I am not scared of technology I think that I truly lack enough knowledge to say I’m an expert. Put it this way, I’m not scared to crash a few computers and reboot a couple more in my quest to become a techno master.

The video I chose was my daughter’s first ever book review. She is 5, an avid reader and I tend to buy her books from charity shops (Oxfam often have children’s books for 49p), eBay or TKMaxx. The book she picked for this review seemed to fit nicely with my current elective, Science. The book was Albie’s First Word by Tourville and Evans. The book is about Albert Einstein and how for being the father of relativity and scientist extraordinaire he did not speak till late into his childhood. It is an interesting read for children and adults alike, with a short biography about Einstein at the back. I feel it would encourage children to question the world of science and allow them to imagine they can be the next Einstein. No matter what. There is an undertone of Autistic behaviour described but in such a nonchalant way. Ruby picked up that, although he did not speak, he was trying. He communicated in his own way.

The way my own daughter reads has made me question the language I will use in a classroom. Why should I aim low or underestimate the children’s comprehension or grasp of language. Adams et.al (1999) discussed that teachers aim to use words they believe the children will easily understand but that if they are not stretched or exposed to more subject specific language and a wider vocabulary then teachers are doing them an injustice(pg37-38). In saying that Moyles (2003) argues that in order for children to feel confident attempting and using newly acquired vocabulary they must be put into comfortable situations where trial and error are embraced (pg40). When a challenging word is said by the teacher, it has to in turn be explored and the children’s connotations of word meaning addressed for it to be beneficial. I find reiterating the word, adding a sing song voice to it, pretending I have forgotten the meaning, using a visual prop and also parroting the word helps it sink in.

Personally, I feel that books are the door into extension, experience and engagement with new exciting words. As a teacher I hope to provide the chance to engage with the written word as often as possible and in as many medias as possible. I understand that reading a book (even if that’s make believe), is a very personal and private experience. Reading aloud to peers is daunting and often detrimental. I want them to be Charlie Cook in the Julia Donaldson novel where all they needed was to “curl up in a cosy nook to read their favourite book.”

Adams, R., Ali, S., Bassi, K.L., Hussain, N. & Brock, A., 1999. Into the enchanted forest. 1st ed. Wiltshire: Cromwell Press Ltd.

Moyles, R.J., 2003. Just playing? The role and status of play in early childhood education. 1st ed. Suffolk: St Edmundsbury Press Ltd

Science or… Magic?

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Third year… how did that happen?!?

This year I have chosen to take Science as my elective and you will all be lucky enough to see me vlog my encounters as I rediscover knowledge and inquire further into the world of lab coats and STEM subjects. This will help me to enthuse the children I will one day teach and reflect on areas I must improve to enable a passion for science to grow. I am lucky enough to have my own child (here’s one I made earlier) and even luckier that i can ask her weird and wonderful questions that she just answers.

At university we got stuck right in conducting an experiment with various unnamed substances, water, test tubes, spatulas, safety goggles and gloves. All the fun stuff. The reactions all differed and got more exciting as we worked our way along. This evoked plenty of discussion and speculation, therefore it would be an experiment I could use with a class to judge the level of the children’s understanding and scientific vocabulary.

Crawford and Capps 2016, believe that in order for teachers to engage children in science there needs to be a level of metacognition, where the teacher challenges children’s interpretations through questioning (pg16) insuring they are thinking about how or why they think certain things. So that is where I started, asking Ruby questions to discover what she knows and scrape the surface of how she thinks, in order for me to challenge her appropriately and give a sPark to science.

I have none of the fun stuff at home, so i just asked questions as we went about our day. Ruby responded without prompts or helps and I tried my hardest not to impact her thoughts too much.

I believe she is roughly at first level regarding some materials and there is room to explore further impact upon soluble and insoluble substances, “I can make and test predictions about solids dissolving in water and can relate my findings to the world around me. SCN 1-16a”

Leading on from our discussion Ruby became fascinated with coffee and what would happen in different water temperatures. I promised her we would try her experiment, she informed me that it is of utmost scientific significance.

The next video is where we explored this concept with Ruby’s experiment about coffee, which plays a very large role in her mothers life. School days are long and she is very giggly…

To be honest, this ties in with me realising how little of the scientific vocabulary I could use with confidence. I need to brush up on my knowledge of what I want her to gain from these experiments, the learning intention if you will. As far as I am concerned I wanted Ruby to consider the effect of the water temperature on the changes in the coffee granules. From what I see looking back she understood that the hottest water gave the quickest change and from this understood that the cold water would be the slowest. Also we used mathematical language with volume and number or size of things. Inter-disciplinary learning is happening, not to any great degree but conversations allow for us to explore so many subjects. It was fun and we introduced some new words; soluble, granules, prediction.

Moving on I feel I need to further explore what children gain from science and specific lessons that I could provide them within a classroom. I think I struggle to comprehend how important and individual science as a subject becomes for each child. For every 5 children that love categorising living and non-living things there are 5 more who prefer to explore conduction. if they have passion for an area and we need experts in these fields surely I should nurture that? For me, science is all around us and it should be explored as children discover it, so I would prefer to allow children to learn through real-life encounters. These can be what I facilitate and then step back, becoming part of the scaffolding, watching and extending their discovery of magical science. Opposed to, “oh what experiment will tick my Science Experience and Outcome box.”

What I have gained is a respect for the new world that children are constantly learning from, the more they explore the more questions they have. I think the magic of science can help open more doors and allow for many questions to be asked.

symbiotic is not the name of a yoghurt

Eh ken how tae dae a poem

And the Oscar for best film goes to…..

I don’t know, let me find out.

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An enquiring practitioner is ultimately an individual who seeks to gain more relevant knowledge. They further research aspects of interest or need and are then able to relay these to others. This allows the investigative work to become more than reflection, while also consolidating information that has been learned. For us on our journey to becoming teachers, it is of benefit to fully immerse ourselves in this ethos, as it is hoped that practitioner enquiry will become a day-to-day occurrence in Scottish schools.

As a student teacher the concept of being an enquiring practitioner seems to fit nicely with the theories and inputs we have heard so far and indeed what we do as university students- learn. If we expect and encourage student autonomy we have to also be ever improving as teachers. Learning and sharing of information should be on going. As students we use the eportfolios to highlight and hopefully discuss areas of research and interest. It is reassuring for me, as a student teacher that as a qualified teacher there are guidelines in place to justify and encourage ongoing knowledge. We are in a modern society and teachers can come under scrutiny; we are not the once entirely trusted “do as the teacher says,” profession. To have documented and shared research to back up our teaching and methods, will help us fair against any doubts or insecurities parents or colleagues may have. That is of double benefit as through practitioner enquiry we adopt a more critical eye and will therefore be in the position to improve our own practice. An enquiring practitioner can foresee possible routes of research and further study; for pupils and teachers alike. Another benefit is the impact our research can have on the curriculum, to make change we must be the change. It is through collaborative and engaged research that those suggestions lead to action. Being an enquiring practitioner will open the door and be a direct link to the passion we have for our chosen line of work. As a student teacher our grasp on being an enquiring practitioner can benefit us on placements; being able to engage in the wider school community and contribute to any meetings, parents evenings, in-service days, workshops etc. No teacher should rest on the laurels of past techniques, without knowing that is the best current method.

So lets look critically at the concept of the enquiring practitioner. To me, a student teacher, there was that level of assumption that this idea of on-going learning and evaluative investigative research was a given. So giving it a name and a section of GTCS was a bit of an eye opener. For me this highlighted that not all teachers engaged in on-going research or peer interaction and valuable development. Another disadvantage or critique would be the self-serving role of individual research. The want to highlight new ideas and thinking without a critical and professional approach; not engaging deeply enough with these. As a student teacher we will also have to question and practice becoming an enquiring practitioner on placement. This means we will have to take into consideration that what works for one school may not work for another. Don’t blindly adopt techniques without doing further situational research. Indeed it may be hard to focus on research coming to a productive end. Pulling in research when necessary and not allowing tangents, unrelated to teaching, to occur. Also, thinking from a student teacher, perspective; imagine going through hours of engaging research to then be told by peers or higher governing bodies that the work is of no significant value or to go back to the drawing board. It is throughout our student lives that we will gain the expertise to cope with this constructive criticisms and keep the drive.

I’ve found as a student teacher that most lectures are new and exciting, but what can’t be covered in the hour long lecture is up to us to research. To practice becoming an enquiring practitioner I have to take the initiative and engage in conflicting ideas/methods/theories as well as my peer group. By doing I can become.

…if we are to achieve the aspiration of teachers being leaders of educational improvement, they need to develop expertise in using research, inquiry and reflection as part of their daily skill set.’ (Donaldson, 2011:4)

A Messy Divorce

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The GTCS code regarding social media and its use is clear in conveying the importance of conscientious contribution to the world of Social Media. For all the perks of the profession and the reward, it is also in the GTCS’ best interests that the teachers of Scotland conduct themselves in a manner that instils trust within the pupils, parents and society.

In my opinion I feel teachers would be perceived as out of touch and reluctant to be forward thinkers themselves if they didn’t embrace Social Media in some-way or another. Social Media should be seen as an extension of the classroom and if the teacher is willing to marry their private life to that professional space, they are doing so against guidance. Social Media as an entity is judgemental and self-involved. Understanding the intense pressure there is to be involved in Social Media is the first step. It is everywhere! Instead of adopting a “retreat!” attitude, as teachers, we should be innovating ways to make it benefit the pupils. If you want your private life to stay as such, insure you have the correct settings. I know myself that I have a private Facebook and Instagram account, however my Pintrest is public. I find Pintrest a positive space, devoid of too many trolls or negative comments and enjoy searching recipes, fashion design and rainy day projects. Social Media has the power to portray the teacher as holistic, human, relatable and approachable. Platforms like Facebook and Instagram cannot help but become personal, the line is blurred before the first post is even created. It is all about how you feel and what you think, the temptation to blurt a rant on Facebook is all too easy. Emotions are at the core, “liking”, “reposting”, “#selfie”. Marrying the private and professional aspects exposes the teacher to scrutiny and to befriend a pupil or parent goes against the guidance laid out for us as part of our regulatory body.

So, if I feel Facebook and twitter are too personal and places like glow are too professional or not inclusive of parents then what space do I use? If Social Media is to be a positive experience for all involved, what can I do to get it incorporated?

Pinterest and YouTube are easily accessible, BoB is useful for keeping track of educational programmes. I think many of these social media platforms bring the real world to the classroom. Live connections that can change the setting instantly; evoke instant emotion and discussion. Insuring first and foremost that you are well versed in the lingo, savvy about safety and aware of the omnipresence that Social Media has become. If use of social media is approached in the same manner a teacher would approach a book or a project; well planned, concise and relevant, then there is no detriment to the pupils.

We are now part of a culture that sees children exposed too young, to so many inappropriate images. The need for them to relate and conform to society is a growing pressure and instead of teachers shying away from the subject of social media they need to be seen as a guide. In saying that they also have to guide parents. Why can’t social media be used positively to bridge the gap between home and school? Indeed, between personal life and school?

I looked into this and within a few searches I found a site called Edmodo, a space for pupils, teachers and parents alike. It claims to keep parents in the loop about upcoming assignments, eases use of on the go learning and makes class comprehension something you can analyse mid lesson. For teachers it has all the benefits of social media in a professional context. This appears to be catered to the English curriculum but it’s very interesting how sleek and appealing it looks. Could it be the Facebook for teachers?

As a parent my-self the horror stories regarding misuse of Social Media seem to be splayed everywhere. This doesn’t deter me from encouraging Social Media use in the classroom but it does highlight the need for dialogue. Attitudes will not change if the horror stories are continuously repeated and then documented, ironically, on news sites and Social Media. We teach children how to cross the road, how to construct a sentence but when it comes to Social Media it appears to be them teaching us. Children are all too aware of the independence they can feel on the “big bad internet” and it is our job to show them how to handle that independence and use it to a positive end.

Children have created the frame, catapulting social media into the classroom and we must help them keep within age appropriate boundaries but make the content engaging and beneficial. They will see massive changes in their lifetime. When I was 5 I never imagined I’d be using the internet to converse with people all over the world instantaneously. Actually, when I was 5, there was no internet! If I can’t resist using Social Media in my personal life then surely I can utilise it in my professional life? By following the Professional Guidance on the Use of Electronic Communication and Social Media as guidelines we can help shape the positive use of Social Media in the classroom. There is opportunity to bypass media hegemony and use Social Media to mould a more Just society

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