Category Archives: 1.4 Prof. Commitment

Science: How does it work?

1 Reply

Today’s Science input showed me that as an adult we don’t tend to question why things are the way they are. This is something which has been explored within the International Baccalaureate module which encourages teachers to engage children’s natural curiosity and facilitate inquiries. Yet, this isn’t often something adults do for themselves!

Liz asked us to discuss the function of the wax of a candle today and I was surprised that this is something I had never actually pondered…how does that work? It got me thinking like a child again. Well how does the car move or why does the world look all wavy when its hot? These were things I asked when I was younger and had explained to me, perhaps not incredibly scientifically but my parents tried their best!

The organic nature of curiosity and wonderings is crucial to all types of learning and I believe it should be at the heart of Science in order to make it relevant and purposeful for the children. This draws on the constructivist theory which starts with the knowledge already possessed by an individual and sees misconceptions lead to the development of further understanding.

By creating a ‘wonder wall’ where children can share their questions and ideas teachers can base their lessons within Science and  any other curricular areas on the genuine interests of the children. By following through inquiries which are built on a topic of interest children are more likely to be truly engaged and immersed in the experience and more interested in the findings.

Science can become part of the day to day workings of the classroom in a way that it currently is not. Rather than a rarely dusted off box of electrical circuits or test tubes why not rely on the curiosity of your class, it may even teach you a thing or two!

 

As a side note:

The investigation conducted today within class was a success. My group and I worked together to over come confusion relating to some poorly drawn instructions and were able to conclude a controlled experiment which was planned using cleverly designed planning boards. This is definitely something I would use with a class to help them structure their ideas and wonderings prior to an experiment as well as to enable them to understand the correct procedures required to achieve a controlled experiment.

MA2 New Beginnings.

Leave a reply

As summer draws to an end its time to take stock of what has changed since I first started university one year ago…

Reflecting on how I have changed as a student, a trainee teacher and a person as a result of my experiences over the past year has been insightful.

During welcome week I remember feeling nervous and excited. I was unsure if I could succeed at university and as a teacher. Had I made the right decision to leave the stability of my full time job to pursue a new vocation?

Lectures were a challenge and I felt like I was swimming out of my depth for the first few weeks. I hadn’t studied since leaving high school four years previously and I had forgotten where to begin.

The prospect of placement felt incredibly daunting. How would I, someone so self-conscious, stand up in front of a room full of people and teach?

Yet here I am one year on readying myself for my first day of MA2 feeling excited and incredibly motivated.

My placement was an amazing experience and I was given some excellent feedback. I feel as though I am returning to my studies with a solid foundation upon which to grow. I now have a context upon which to base all future learning. How will this information change how I teach? What could I do differently within my practice to better engage the learners? I shall constantly refer back to placement within my personal reflections because that is the point from which I need to grow.

I am incredibly excited to be studying the IB elective this year and have already begun to explore what this might mean for my future practice. The theory behind the IB excites me and cause me to reflect on my pedagogy. The ideas surrounding authentic inquiry caused me to reflect on some of my placement lessons and consider ways I could have adapted the lesson to allow the children to lead their own investigations.

I believe that MA2 is going to be an eye opening experience for me and one that enables me to find out more about myself as a teacher.

Good luck to everyone this semester!

Our Understanding of Scientific Literacy.

2 Replies

Following our last science input Lauren Summers, Amy Turner, Sarah Stewart and myself have been working collaboratively to produce a piece of writing that reflects our understanding of Scientific Literacy. This exercise helped to increase our understanding of this concept and gave us an opportunity to work with fellow students who we may not have had much interaction with previously. It is important as we grow and develop as professionals that we take on board the opinions of others and build our confidence working in groups like this. We each took responsibility for a different section of the paper:

Lauren Summers: Section 1- What is Scientific Literacy?

Amy Turner: Section 2- An example of inaccurate media reporting.

Sarah Stewart: Section 3- Fair testing.

Hannah Stillwell: Proof Reading and Referencing.

Scientific Literacy.

Scientific literacy is the theory of scientific approaches and developments which uses written, numerical and digital literacy in order to help people gain a better understanding of science. It has begun to be viewed as the primary goal of school science and can be described as ‘what the general public ought to know about science’ (Durant, 1993, p.129).

Jenkins (1994) talks about ‘Scientific Literacy’ as implying ‘an appreciation of the nature, aims and general limitations of science, coupled with some understanding of the more important scientific ideas” (p.5345). Through using scientific literacy people are now being able to question, discover and calculate the answers to queries that have come about as a result of people’s interest in everyday experiences.

‘A scientifically literate student is able to apply their knowledge of scientific concepts and processes to the evaluation of issues and problems that may arise and to the decisions that they make in their daily life, about the natural world and changes made to it through human activity’ (NSW Department of Education and Communities, 2011)

There have been many different news articles that have incorrectly reported ‘discoveries in scientific research’. One of the most recent examples is of a ‘new planet’ that was supposedly discovered in our solar system.

Amanda Watts (2016) reported that ‘Researchers at the California Institute of Technology have found evidence in the outer solar system of an object that could be a real ninth planet.’ This article strongly implied that a new planet had been discovered arousing much excitement in the scientific community.

A reporter for the Daily Mirror, Jasper Hamill (2016), then refuted this claim by quoting NASA’s director of planetary science, Jim Green, as having said that although this was ‘the start of a process that could lead to an exciting result it is not, however, the detection of a new planet.’

This goes to show that what we read in the media may not always be firmly backed up by scientific research. This once again highlights the importance of one’s own scientific literacy in being able to compare sources and not just belief the incorrectly reported scientific discoveries that the media portray as being fact.

As previously mentioned, scientific literacy is when an individual has the capacity to use their own scientific knowledge to identify queries which arise in everyday life and to relate these to their own experiences allowing them to come to a sound conclusion.

A fair test is when an experiment is carried out in a controlled manner with each variable being strictly monitored.  Within a fair test only one variable must change whilst everything else about the experiment stays the same.  In order to know which variable must change and which variables must be constant one requires a level of scientific literacy.

To know how and why the variables must be kept the same also requires a person to be scientifically literate as they must understand the theory behind the experiment.

Scientific literacy also allows an individual to form a hypothesis for their experiment by drawing on their own experience and by researching and problem solving for themselves.

References.

Dunne, M. and Peacock, A. (2011) Primary Science: A guide to Teaching Practice. Thousand Oaks, Calif: Sage Publications.

Durant, J.R, 1993. ‘What is Scientific Literacy?’  Science and culture in Europe, Edited by: Durant, J.R and Gregory, J. 129-137. London: Science Museum.

Hamill, Jasper. (2016) NASA speaks out about ‘Planet 9’ discovery – and it’s bad news for everyone. Available at: http://www.mirror.co.uk/news/technology-science/science/nasa-speaks-out-planet-9-7223625 (Accessed: 1/2/2016).

Jenekins, E.W. 1994. ‘Scientific Literacy.’ The International Encyclopaedia of Education, 2nd ed. Edited by: Hunsen, T. and Postlethwaite, T.N. Vol.9, 5345-5350. London: Pergamon.

National Science and Education Standards (1996) Scientific Literacy. Available at: http://www.literacynet.org/science/scientificliteracy.html (Accessed on: 11/02/2016)

NSW Department of Education and Communities. (2011) What is Scientific Literacy? Available at: http://www.curriculumsupport.education.nsw.gov.au/investigate/ (Accessed on: 11/02/2016)

Science Buddies (2016) Variables for Beginners. Available at: http://www.sciencebuddies.org/science-fair-projects/project_experiment_fair_test.shtml (Accessed on: 11/02/2016)

Watts, Amanda. (2016) Ninth planet may have been discovered, researchers say. Available at: http://edition.cnn.com/2016/01/20/us/possible-ninth-planet/ (Accessed: 1/2/2016).

Art: Processes, Materials and MESS!!

2 Replies

I really enjoyed getting stuck into my first Art input this morning and it was certainly a great way to start the day! Fiona McGarry allowed us to experiment with a vast array of materials that would likely be found within a primary school. We were to think about different ways we could use each material as well as the level of enjoyment we got out of it.

The different stations included collage/paper mache, paints, charcoals/chalks and oil pastels/wax crayons. Each table left me feeling so inspired in terms of lesson ideas and art processes I could teach to primary children.20160127_140407

At the collage table I experimented with different techniques and created different textures by moving from layering torn pieces of paper to balling up paper to create a 3D images. The different types of paper available at this table was also great as I could try out how a technique worked with crepe paper and compare and contrast this by trying the same thing using shiny mirrored paper for example. This helped me to learn about the different properties of each material.

I found that using the chalk was incredibly satisfying especially on black paper. I also noted the different ways I could work with chalk, creating bold lines as well as smudging and blending. With the oil pastels I tried some scraping as well as noting their water resistant quality while attempting to use water soluble pencils over the top of them.20160127_140509

All of these experiences are ones we want our pupils to be having and we should endeavor to frame our art lessons around these types of experiences rather than around a particular activity we think would be ‘fun’.

 

Lights, Camera, Action!

2 Replies

After I overcame my initial trepidation I found my first drama workshop to be fun and informative. Nikki Doig opened my eyes to the many ways in which drama can be utilized to enhance learning across all areas of the curriculum as well as showcasing the importance of learning drama itself.

The part of the input that really stuck with me was when Nikki asked half of us to create a Tableaux, a group still image which is built up individually each person reacting to the actions of the others to create a frozen scene that tells an intricate story. The theme for our Tableaux, as chosen by Nikki, was a World War 2 scene depicting the evacuees being seen off by their families. I found this to be quite moving as the emotions captured within the image were really brought to life through ‘thought tracking’. Thought tracking is used to allow participants within a Tableaux, and other drama techniques, to voice what they think their character would be thinking or feeling at that point in time. Hearing the responses of other participants as Nikki tapped them on the shoulder left me feeling quite somber and I realised just how powerful these techniques could be in helping children to empathise. file6251251825692

If these techniques are utilized effectively they could enhance learning in subjects such as history, language, geography…the list goes on. Allowing children to use their knowledge to act out a scene in history or a fairytale they’ve read or events in far off lands gives them an opportunity to think more deeply about what they have learned, to think about how they would feel in these positions or in these places.

In order to facilitate effective learning like this as a teacher I need to establish drama ground rules with my class. This can be referred to as a drama contract and sets out what is expected of the children from the time they enter the lesson to when they leave. After watching the video Nikki sent us I have seen just how key the element of structure is to effective drama lessons. Within the clip they talk about the ‘Three C’s’ that they use with children to keep control. These stand for:

  • Communication
  • Cooperation
  • Concentration

They discuss the idea that if a drama lesson breaks down it usually relates back to one of these three key issues. The rules I would set out for my class would be something like this:

  • We sit quietly in our circle to start and end.
  • We wear our gym kit so we can move freely.
  • We listen carefully to instructions.
  • We include everyone file00025399010

The use of a circle in drama can add structure by being the start and end position as well as the shape you adopt whenever you gather for instruction throughout the lesson. Children will learn quickly that if they aren’t cooperative in the starting circle that the lesson wont go any further. Listening to instruction is key to drama and is what keeps it from descending into free for all chaos. It is important to establish these expectations with the children from the start so that quality learning can take place.

Talking and Listening 101

2 Replies

Our insightful Language input with Anna Robb really brought into perspective the importance of talking and listening within a class environment.  Following up with some Tdt reading it became evident that a big problem in terms of talking and listening within schools is that teachers often do most of the former with the pupils left to do all of the latter.

Anna also pointed out the importance of planning for class discussions so that you can insure you are creating a genuine ‘discussion.’ It is often a problem that teachers ask closed questions and questions which they have already determined a correct answer for. As teachers we must ask open questionsfile0001027084534 which allow pupils to effectively think out loud, exploring ideas and possibilities together.

In order to achieve this it is also vital that children feel comfortable voicing their opinions. One way to begin to create a safe environment for talking and listening is by setting clear rules that all the children respect and adhere to. This removes the prospect of ridicule and rejection by forming a group consensus as to what is expected and why.

Here are some rules that I have created for talking and listening:file7491250647364

  • We take turns to talk
  • We listen carefully to and make eye contact with the person who is talking
  • We never interrupt
  • We always value everyone’s comments and opinions.

When creating rules like this in a classroom its a great idea to involve the children by asking them what rules they think should be in place. This way the children are more likely to follow the rules as they mean something to them and are not just simply enforced upon them.

Technology Resource.

Leave a reply

Following our second technologies ICT input I have spent a lot of time mucking about with the idea of ‘Fakebook.’ Introduced to us by Sharon, Fakebook is a great resource that can be utilised in a variety of different ways within the classroom.

This resource could be used to meet the following ICT outcomes:

I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts.

TCH 1-04a / TCH 2-04a

I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.

TCH 1-04b / TCH 2-04b

It provides children with the opportunity to learn safe practice on social media but can also be utilised to create links with historical figures they are currently learning about or to create/enhance creative writing opportunities within the classroom.

Below is the link to my Fakebook account:

http://www.classtools.net/FB/1386-6gdxjf

As you can see this example is very simplistic but there is a whole host of opportunities for the incorporation of this tool into classroom practice.

 

National Testing and Sweeping Statements.

2 Replies

After Scotland rid itself of National Testing in 2003 in an attempt to move away from testing and back to teaching Nicola Sturgeon seems to have brought us right back to where we started. Aside from the issues I have with the reintroduction of national testing on the grounds of the stress it causes children and the workload it causes teachers, my main qualm is with Sturgeon’s sweeping statement that “The information will allow us over the next few years to set clear, specific and meaningful milestones on the road to closing the attainment gap.”file000978694068

It is my view that this gap in attainment cannot be fixed solely on an Educational level. It is time that the government stopped burying their heads in the sand and blaming teachers for these levels of inequality. In 1955 Halsey conducted a study that linked the educational underachievement of ‘working class’ people to poverty.  Goodman and Burton took this further by conducting a study that found the gaps in attainment began to widen from the age of seven. Both of these studies highlight the influence of factors outwith education on the levels of achievement of children.IMG_6806

This shows that by the time children become school age they have already been heavily influenced by factors from home that will have a detrimental effect on their levels of attainment. This is why I feel the government could be spending their money more wisely by continuing to fund the running of Nurseries that specialise in referrals for children under 3 who will benefit from time away from detrimental home environments.

Children need to be given these chances early on in life if we stand any chance of ensuring they lead happy and successful lives within which they achieve their full potential.

Collaboration is Key to Success!

Leave a reply

As a first year student I often find it hard to see myself as a teacher. Transitioning from semester one into semester two and swapping (but not forgetting) the theory for a more hands on approach has begun to have a positive impact in overcoming this hurdle. Now that I have a better grasp on the curriculum that I will be teaching as well as a growing supply of teaching ‘hints and tips’ from my lecturers I have begun to feel less of a fraud and more akin to the real deal. However I cannot forget one of the main influential factors in my growing confidence…     My Eportfolio.file0001451156645

This blog provides me with a sounding board for ideas, a diary for my professional thoughts and reflections and most importantly a community through which I can connect with my peers to give and receive feedback.

This collaboration of minds offers up so many opportunities. Being able to reflect on my learning whilst also reading the reflections of others gives me a broader base of knowledge through which I can expand and develop my points of view. As we grow as professionals we can learn from each other with everyone of us having something different to offer: New perspectives, differing ideas, the ability to expand on reflections and to offer constructive criticism. However, In order to reap these benefits each of us must endeavour to contribute inmonarch-milkweed a meaningful way.                                               Following Derek’s input earlier today on our Eportfolios I decided to take this opportunity to reflect on my own contributions. Last semester I blogged about things I am passionate about as well as blogging in response to Tdts.  I spent time reflecting on the feed back I received from my peers and making changes to my blog posts in response. This semester however I haven’t neglected my blog, as I have made an effort to write a post in response to every Tdt, but I would say that I haven’t spent as much time adding to it with posts on things I am passionate about as I did before Christmas. I could make excuses which relate to the work load this semester and continue to plod along at this mediocre pace but what would be professional about that? It is my responsibility to engage with this collaborative community MA1 are building and how could I possibly see myself as a teacher if I didn’t take that seriously? Viceroy in Earl's Prairie

Within Derek’s input he provided us with links to our fellow bloggers work and asked us to reflect on the standard and craftsmanship of their posts.  One of the blogs Derek selected belongs to someone who has provided me with a lot of feedback and support over my time at university and her blog is one I have followed since we started.

Michelle’s passion comes through in all of her posts in a way which draws the reader in as well as showcasing the amount of hard work and thought that she puts into each post. Her use of images, links to videos and references add so much depth to her points of view and offer the reader an avenue to begin exploring the topic of each post further if they so wish. Michelle is also a great example of someone who has really engaged with the collaborative culture being created. She always takes time to comment on my posts offering help and encouragement which is what it is all about.

After reading through all of the posts which Derek highlighted I chose to add all of the corresponding blogs to my homepage. Now I have a direct link to posts that will encourage me to be more interactive and that will remind me what this is all about: Collaboration. Each time I post or comment or browse through blogs from now on I will be reminded that I am a teacher, that we are all teachers, and that our eportfolios are key to our success!

 

My Maths Problems Solved.

1 Reply

Maths is something I have always been praised for being good at, both from my parents and from teachers. My experience of maths was for the most part a positive one in that I was always in the top group and when I moved to high school I competed for the top three seats in the class. This being said it wasn’t something that I necessarily enjoyed!

I was just good at accepting what the teacher said and applying the set rules. Most of my maths revision even for Intermediate 2 was repetition. I would go over and over past papers applying what I had written in my notes until it sank in. I do recall other students saying things like ‘But why do we do that?’ and thinking ‘you just do!’

I always told myself that I liked maths because there was always one right answer but after our input with Tara I know that this is a ‘maths myth.’ Following her input I have become increasingly concerned with the way I was taught maths after reading ‘Mathematics explained for primary teachers’ by Haylock. I now recognise that my teachers didn’t explain the answer to the students who asked ‘But why do we do that?’ because they were most probably taught to just accept the answers in the same way I was.

In terms of teaching maths I now have some apprehension…I don’t want to set children up to fail by teaching in a prescriptive way which encourages mindless repetition and little engagement. I look forward to learning new approaches and techniques and I shall endeavour to apply them within my practice and look for new ways to explore maths with my pupils which engage them and encourage them to ask questions.