Category Archives: 3.1 Teaching & Learning

Science: How does it work?

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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.

Lights, Camera, Action!

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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

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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.

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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.

 

My Maths Problems Solved.

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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.

Dance- Lesson plan.

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Following our one and only dance input of MA1 I have decided to try planning my own dance lesson. The lesson I have planned is for a P5 class and the stimulus for the lesson is the seasons.

315964861384The different seasons conjure up different emotions, different associations etc. and I thought it would be interesting to explore these through dance.

Prior to the lesson which I have planned the children would have had 2 lessons focusing on the different types of movement and expression within dance, meeting the outcome EXA2-08a, as well as a class discussion on the stimulus of ‘Seasons’.

001 The lesson itself would meet the outcome:

‘Inspired by a range of stimuli, I can express my ideas, thoughts and feelings through creative work in dance.’ EXA2-09a.

The learning intention would be: To create a group dance/movement piece which is inspired by the seasons.

The success criteria:

  • To work effectively as part of a team listening to each others ideas of the thoughts and feelings which relate to ‘seasons’.
  • To contribute to your teams efforts by effectively expressing the thoughts and feelings discussed through dance, drawing on those used in previous lessons if needed.
  • To be able to rehearse a completed dance/movement piece as a team.

 

The overall lesson would last for around 1hr 15 minutes. ( A breakdown of my timings can be seen on the above image.)

I feel it would be important to have a consolidation lesson soon after the initial lesson allowing the children to perfect their routines and perhaps to include an element of performance working towards the outcome:

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances.

EXA 0-01a / EXA 1-01a / EXA 2-01a

Drawing on one of the examples given by Nikki Doig within the dance input the children could be split in half with half of them being the audience and half performing. This removes some of the apprehension for the children of performing in front of their peers.

 

The input with Nikki highlighted some of my own apprehension over teaching dance. During my school career my only real connection with dance was mandatory social dancing at the end of each year. Since then I have found a love for exercise classes with a dance element such as Zumba but after an unfortunate accident I now suffer with an ankle injury which considerably restricts the things I am able to take part in.

During our dance input I went through mixed emotions feeling completely useless due to my injury and quite out of place. What this highlighted for me was the mixed emotions I will be faced with when I come to teach dance to my pupils. It is important then that I can demonstrate enthusiasm to my pupils regardless of my own hesitation and show them that despite any reservations they are having they can still have fun and take part.

A next step for me is to look into ways I can demonstrate movements of dance to my children even with my injury.

Social Studies- A Personal Audit.

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As a starting point for my work within Social Studies I have decided to audit my current knowledge using the CfE  Principles and Practice as a guide. These can be found here.

The first of which is that Children will:

  • develop their understanding of the history, heritage and culture of Scotland, and an appreciation of their local and national heritage within the world

In terms of my own learning:

  •  I grew up in Arbroath and was taught a lot about The Bellrock Lighthouse and the fishing community.
  • Coming from Angus meant a trip to Pictavia to learn all about the Picts, their battles and their culture.

The second is that Children will:

  • broaden their understanding of the world by learning about human activities and achievements in the past and present

In terms of my own learning:

  • In primary we studied the Vikings and the Victorians but I don’t recall any of the details!!
  • In secondary I took history at Higher and studied both the World Wars as well as German and British Political changes.
  • At Higher level I also learnt about Women’s Rights and the political reforms that led to them receiving the vote.

The third is that Children will:

  • develop their understanding of their own values, beliefs and cultures and those of others

In terms of my own learning:

  • I learnt a lot about values, beliefs and cultures within my study of RME, which I took to Higher level.
  • We also explored differences between cultures within history in the early years of high school.

The fourth is to:

  • develop an understanding of the principles of democracy and citizenship through experience of critical and independent thinking

In terms of my own learning:

  • Democracy in terms of the British Political system wasn’t something I had much interest in until 5th year. My Higher history teacher taught about the German political system so well that it encouraged me to learn more about the one which governs me.

The fifth is to:

  • explore and evaluate different types of sources and evidence

In terms of my own learning:

  • This was a crucial part of my Higher history course as well as within my studies of RME.

The sixth is to:

  • learn how to locate, explore and link periods, people and events in time and place

In terms of my own learning:

  • We often explored timelines within my primary school and up into secondary. We also linked topics in an attempt to better understand when events occurred in relation to one another.
  • In terms of place…I was never very good at geography and I don’t actually remember looking at many maps apart from when I was learning about the German Invasions within WW2.

The seventh:

  • learn how to locate, explore and link features and places locally and further afield

In terms of my own learning:

  • Again, I don’t really remember ever working with maps or learning about where places were in relation to me. I don’t recall primary topics ever linking in terms of history either.

The eighth:

  • engage in activities which encourage enterprising attitudes

In terms of my own learning:

  • At high school we took part in an enterprise day where we moved through groups and completed various tasks.

The ninth:

  • develop an understanding of concepts that encourage enterprise and influence business

In terms of my own learning:

  • Again, the only example I have is the above group task.

And finally:

  • establish firm foundations for lifelong learning and for further specialised study and careers.

In terms of my own learning:

  • I didn’t develop the skills I would have loved to have now like map reading, and plotting co-ordinates. I don’t have a great grasp of world geography either.

Overall I feel it is my duty as a trainee teacher to broaden my knowledge and skills. This audit has shown that my own learning has been restricted in fields such as geography and I have a stronger skill set in terms of history and modern studies. Now that I know this I plan to buy myself a globe or a world map so that I can build up an understanding of where the UK is in relation to the world. Every time I listen to a news article I shall endeavour to find the country being mentioned. Further more I shall use internet resources and television documentaries as well as trips and visits to broaden my knowledge of all these areas so that I can deliver a quality teaching experience to my pupils.

 

 

 

 

 

 

 

 

 

 

 

 

Science: Food for Thought

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Science is a subject of which I have limited knowledge. I studied all 3 sciences at Standard Grade but it was never something I had much of a passion for. Naturally after reflecting on what little information I could remember, using the science audit Richard supplied, I knew it was my duty as a trainee teacher to do something to increase and develop my science knowledge.

Following the first Science input of this semester I have thought a lot about how to begin developing my knowledge and skills within the sciences. There are a wealth of online resources at my disposal as well as many places to visit and explore within the local area. 

This brings me to the Tdt which Richard set myself and my fellow students. He asked us to set a SMART target that would help us develop our confidence and competence within Science. Below I have added mine in the form of a power point:

Smart Target power point

The Expectations and Outcomes which would be met by resulting lesson would be:

I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food.

SCN 1-02a

This comes from the section Planet Earth: Biodiversity and interdependence

 ‘Learners explore the rich and changing diversity of living things and develop their understanding of how organisms are interrelated at local and global levels. By exploring interactions and energy flow between plants and animals (including humans) learners develop their understanding of how species depend on one another and on the environment for survival. Learners investigate the factors affecting plant growth and develop their understanding of the positive and negative impact of the human population on the environment.’

Somes resources which could be used to plan the lesson/within the lesson:

Food chains:

http://www.bbc.co.uk/education/clips/zjshfg8

http://www.twinkl.co.uk/resource/t2-s-160-food-chain-sorting-game

Ideas for lesson:

Lucky dip bag filled with animal types (one per child). Once allocated each child must research their chosen animal using computers, books etc to find out about their food chain. They must then communicate with their class mates to find those with animals which are part of the same food chain. Once in groups they will be required to plan and produce a poster explaining the food chain with labels and pictures.

 

 

Simply by reflecting on my knowledge of science and acting to make it more vast I have been able to develop a better understanding of a particular topic area as well as discover many resources to use within placement. I now feel more confident and capable, ready to explore the other areas of the subject.

Sign of Success..

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Communication is a vital part of life which many of us take for granted. We talk to express our needs, our wants and our feelings. From birth we are listening and learning, absorbing information from our environment which will aid us in our acquisition of language. Imagine your frustration if you knew what you wanted to say but you couldn’t form the words or you weren’t able to convey the right meaning with the words you currently knew?
An example of this frustration with which we are all familiar is the controversially named stage of development ‘The Terrible Two’s.’ Famous for tantrums and embarrassing behaviour two year olds are given a particularly bad reputation. Perhaps if we put ourselves in their shoes we could begin to understand and avoid such behaviours. Imagine you are limited to a handful of words within your vocabulary. Now imagine being snatched up by your mother, father or caregiver right in the middle of doing something, shoved into your jacket and marched out the door. You are strapped into an uncomfortable car seat and driven to a noisy shopping centre, where you are man handled into a trolley and careered around at top speed. Would you cry? Would you shout and thrash? Evidence suggests that the use of Baby sign can help children, from a very young age, express themselves without tears.
‘Research into ‘baby signing’ provides evidence that babies can be taught to sign their intentions to their parents or to make combinations of first words and gestures to form two-item strings.’ (Doherty-Sneddon, 2008, cited in Smith, Cowie and Blades, 2015)
Most children move through the ‘Terrible Two’s,’ and emerge the other side with a good grasp of language and an ability to express their wants and needs. Unfortunately though, some children do not develop at the same rate. This could be a result of poverty or neglect, or of an additional support need. Makaton, a system of language developed in the 1970’s and made up of signs and symbols which aid communication, could be used with children to help them develop their language and express themselves.
‘Children and adults can use Makaton to let others know what they want, make choices, share information and understand more. This helps build and develop important communication and language skills.’ (The Makaton Charity, 2015)
It is my belief that the use of Makaton can be beneficial to all children irrespective of stage or circumstance. I have seen it used within nurseries and early primary classes and it is an invaluable tool. Not only does it help children to grasp language more quickly it also provides a vital line of communication between children with no speech or little speech and their teacher and peers.
‘Makaton is regularly used in mainstream schools, to support all children to develop communication, language and literacy skills. It is also supports integration, as children with and without language difficulties can communicate with each other, learn and play together more easily.’ (The Makaton Charity, 2015)
The use of signs and symbols can also be utilised to help children for whom English is their second language. This would prevent them from feeling isolated or excluded within their class.
‘This structured approach can also help people who are learning English as an additional language, helping them to communicate straightaway, while also supporting their learning.’(The Makaton Charity, 2015)
As a student teacher this is something I feel incredibly passionate about. Linking to the idea of self-esteem which was touched on in a recent lecture, the ability to provide a child with the means to communicate and engage with their peers, their teacher, their world is vital to the development of their self-concept.
Makaton is something I feel should be taught as part of teacher training as it is a widely used, highly praised system of language. Many charities who work closely with schools recommend its use, including Down’s Syndrome Scotland and The Makaton Charity. I feel, if utilised correctly, Makaton could potentially bridge the gap between mainstream classes and ASN classes. Given Scotland’s stance on a culture of inclusion surely this can only be seen as a positive thing?

 

References.

  • Doherty-Sneddon, 2008. Cited in Smith, Cowie and Blades, 2015. Understanding Children’s Development. Sixth Edition.
  • The Makaton Charity (2015) How Makaton works. Available at: https://www.makaton.org/aboutMakaton/howMakatonWorks (Accessed: 7th November 2015).
  • The Makaton Charity (2015) Who uses Makaton? Available at: https://www.makaton.org/aboutMakaton/whoUsesMakaton/ (Accessed: 7th November 2015)