I have been taking responsibility for managing the update to the Junior curriculum. The content and style have been communally decided by the department but I have been checking that things are not forgotten, and the resources are sufficient to support the beginning teachers.
The year 10 curriculum should be a matter for us to extend on the skills based curriculum we implemented in Year 9. That has had a tendency to fall back into being content based which we have had to consciously watch out for.
Showing posts with label RTC05. Show all posts
Showing posts with label RTC05. Show all posts
Friday, 8 September 2017
Friday, 25 August 2017
Appraisal - Thinking issues
For this terms observation for my appraisal MTH observed a year 9 lesson where we were looking at thinking skills and applying knowledge they had learnt to real world applications. In this particular instance "real world" was a rather broad concept. The framework for this was from the Issues Presentations that I had seen at the ChemEd Conference and presented to the department.
This particular lesson was within the unit of work dealing with waves and energy and the class had just completed learning about sound and sound waves. The presentation dealt with the movement of waves in a vacuum, particularly in space, using the explosion of the Death Star from Star Wars as the initial image.
The class in question was a lower ability class with many students having literacy at Level 2 or Low Level 3 on the curriculum. Many of them do not display critical thinking skills and show little to no desire to learn them.
The students were engaged by the gif of the Death Star exploding with the Millenium Falcon flying away from the blast zone. Some could very clearly tell the class what had led up to that point and what came after, and could debate the plot points. When challenged some problems or falsities in the presentation of the explosion were identified which led us into the text reading.
Five students participated in reading out loud to the class, a selection of text from MovieTropes.com detailing how movie explosions in space defy laws of physics. Due to their previous learning on sound waves and wave behaviour some of this made sense to the students. I was still having to lead the discussion, positing questions for them to respond to, but most students were engaged, especially the low achieving boys.
The final step was to watch a video on the physics of sound explosions which explained with diagrams, pictures and animation in more detail.
There was very little writing in this lesson which helps get engagement from those students who struggle with literacy. I am trying to develop analytical and critical thinking skills in my students and to get them to see how what they are learning in class can help them to be better at interacting with the world and less likely to be taken advantage of.
This particular lesson was within the unit of work dealing with waves and energy and the class had just completed learning about sound and sound waves. The presentation dealt with the movement of waves in a vacuum, particularly in space, using the explosion of the Death Star from Star Wars as the initial image.
The class in question was a lower ability class with many students having literacy at Level 2 or Low Level 3 on the curriculum. Many of them do not display critical thinking skills and show little to no desire to learn them.
The students were engaged by the gif of the Death Star exploding with the Millenium Falcon flying away from the blast zone. Some could very clearly tell the class what had led up to that point and what came after, and could debate the plot points. When challenged some problems or falsities in the presentation of the explosion were identified which led us into the text reading.
Five students participated in reading out loud to the class, a selection of text from MovieTropes.com detailing how movie explosions in space defy laws of physics. Due to their previous learning on sound waves and wave behaviour some of this made sense to the students. I was still having to lead the discussion, positing questions for them to respond to, but most students were engaged, especially the low achieving boys.
The final step was to watch a video on the physics of sound explosions which explained with diagrams, pictures and animation in more detail.
There was very little writing in this lesson which helps get engagement from those students who struggle with literacy. I am trying to develop analytical and critical thinking skills in my students and to get them to see how what they are learning in class can help them to be better at interacting with the world and less likely to be taken advantage of.
Friday, 28 July 2017
Developing thinking skills by focusing on Issues
Attending the ChemEd conference I participated in a workshop entitled "Who Cares" which was about developing awareness in students of applications of Science, linking issues in the world to the content they are learning in the classroom.
It involved hooking students in with a picture and allowing them to form their own ideas on what the picture was representing. The students would then be given an explanatory text, a short text that one student would read to the class, related to the picture and the issue. After listening to the text students would develop ideas on the opinions and points of view of the people involved, whether directly in the issue or on the periphery. The next step was to watch an explanatory video on the topic, after which they could have further discussion on the topic.
The issues could lead directly or indirectly to the topics being taught.
I prepared and presented an Issue presentation to the Science department and it was very well received. I intend to try and bring it into my classroom as a regular feature. Jenna is also considering using it for the shared classes she has once a week.
To facilitate the departmental use I have set up a folder where presentations of this kind can be filed. In addition I put in a "How to" instruction sheet, and a recording sheet for the various issues that have be put in the file.
It involved hooking students in with a picture and allowing them to form their own ideas on what the picture was representing. The students would then be given an explanatory text, a short text that one student would read to the class, related to the picture and the issue. After listening to the text students would develop ideas on the opinions and points of view of the people involved, whether directly in the issue or on the periphery. The next step was to watch an explanatory video on the topic, after which they could have further discussion on the topic.
The issues could lead directly or indirectly to the topics being taught.
I prepared and presented an Issue presentation to the Science department and it was very well received. I intend to try and bring it into my classroom as a regular feature. Jenna is also considering using it for the shared classes she has once a week.
To facilitate the departmental use I have set up a folder where presentations of this kind can be filed. In addition I put in a "How to" instruction sheet, and a recording sheet for the various issues that have be put in the file.
Friday, 23 June 2017
Creating Assessment- Year 9 Astronomy
This morning I was putting together the assessment for the Year 9 Astronomy unit. The unit needed to be redone in order to ensure that we were effectively assessing at curriculum levels.
The new test has been compiled from the Assessment Resource Bank's resources of properly aligned assessment tasks. I started with a standard from Level 3, many from Level 4, some from Level 5, then I adapted a NCEA Level 1 task for the Level 6 component. This will really make it straightforward to assess the level of thinking that our students are doing.
The Test
The Marking Rubric
The new test has been compiled from the Assessment Resource Bank's resources of properly aligned assessment tasks. I started with a standard from Level 3, many from Level 4, some from Level 5, then I adapted a NCEA Level 1 task for the Level 6 component. This will really make it straightforward to assess the level of thinking that our students are doing.
The Test
The Marking Rubric
Friday, 9 June 2017
Year 10 Geology Assessment
I have been reevaluating the assessment for the Year 10 Geology Unit. Although the assessment task itself is a good one, it needed more scaffolding to help the students to understand what is required.
I have spent some time putting together scaffolding resources to support students in this process.
I decided to give the students an exemplar of what was required to get to excellence standard, and along the way I also made a resource showing how I thought through the requirements, and another on how I recorded my information prior to putting my final document together.
When introducing the assessment task I showed the students all of these things, and talked through them with the students, before giving them access to them on Google Classroom.
The exemplar was also highlighted to identify which parts satisfied Level 4, and which Level 5. The student were informed that the expectation is that at Year 10, they need to be working at Level 5 or "Merit", but many students are aiming for the Level 6 assessment grade.
This is a continuation of the revised assessment task I created in 2016 in response to the absence of a reliable assessment task.
I have spent some time putting together scaffolding resources to support students in this process.
I decided to give the students an exemplar of what was required to get to excellence standard, and along the way I also made a resource showing how I thought through the requirements, and another on how I recorded my information prior to putting my final document together.
When introducing the assessment task I showed the students all of these things, and talked through them with the students, before giving them access to them on Google Classroom.
The exemplar was also highlighted to identify which parts satisfied Level 4, and which Level 5. The student were informed that the expectation is that at Year 10, they need to be working at Level 5 or "Merit", but many students are aiming for the Level 6 assessment grade.
This is a continuation of the revised assessment task I created in 2016 in response to the absence of a reliable assessment task.
Friday, 5 May 2017
Revising assessment tasks
I was responsible for the research task component of the new Year 9 curriculum in the first term. Now that I am marking the task I am adapting it. As it was the first time that we have used it we have discovered some changes that need to be made to be streamlined.
The students have not been very good at picking out the important parts to achieve at a higher level. On reflection I plan to make it clearer in the instructions what they need to do and when it needs to be done.
The post-assessment evaluation and reflection tool does not lend itself to Google Forms in the current format. In the future I will make two documents. One that is all instructions, including a time break-down, and one that they will use as a log and complete. In addition I would put a mostly blank document onto the Google Classroom assignment in order that all the files are in the same place.
The students have not been very good at picking out the important parts to achieve at a higher level. On reflection I plan to make it clearer in the instructions what they need to do and when it needs to be done.
The post-assessment evaluation and reflection tool does not lend itself to Google Forms in the current format. In the future I will make two documents. One that is all instructions, including a time break-down, and one that they will use as a log and complete. In addition I would put a mostly blank document onto the Google Classroom assignment in order that all the files are in the same place.
Friday, 9 December 2016
The importance of developing Critical Thinking in our students
In keeping up to date with Science news I came across an article talking about a study done by Stanford University. When shown a bunch of news sites, up to 80% of students could not distinguish between fake 'news' and real 'news'.
The study has yet to be replicated, but as an initial finding it is disturbing. I take it for granted that some items presented as news is not. I take it for granted that 'sponsored content' may not be accurate and will likely be very biased. This makes it more pressing that students be able to evaluate sources and recognise bias.
https://sheg.stanford.edu/upload/V3LessonPlans/Executive%20Summary%2011.21.16.pdf
It is especially important to inculculate this into students in the junior school as so little time is available to teach anything other than the content they need to pass achievement standards in the senior school. In addition, the ability to critically review the places they are getting their information from is a skill that will be much more valuable to many than the knowledge on how to safely light a bunsen. Although that skill is transferable to lighting gas hobs and barbecues.
The study has yet to be replicated, but as an initial finding it is disturbing. I take it for granted that some items presented as news is not. I take it for granted that 'sponsored content' may not be accurate and will likely be very biased. This makes it more pressing that students be able to evaluate sources and recognise bias.
https://sheg.stanford.edu/upload/V3LessonPlans/Executive%20Summary%2011.21.16.pdf
It is especially important to inculculate this into students in the junior school as so little time is available to teach anything other than the content they need to pass achievement standards in the senior school. In addition, the ability to critically review the places they are getting their information from is a skill that will be much more valuable to many than the knowledge on how to safely light a bunsen. Although that skill is transferable to lighting gas hobs and barbecues.
Wednesday, 7 December 2016
The new Junior Curriculum - Research
The new junior curriculum is taking shape. The science department have worked on an outline for the year and for the units. We have decided how to structure the changes, and now we are working on a small section of the first unit each.
I am using my experience from teaching Social Studies for a year, specifically research skills, to plan the research component of the unit.
The research component will have basic research skills, and will include a research project. The initial project will be into a scientist. I have compiled a list of scientists they could research, and I have included a wide range of fields and cultures, with a focus on women and Maori. In addition I looked for ethnic minority scientists from Australia, Canada, and the US as these are cultures that some of our Maori students identify as being in a similary position to Maori, as exemplified by the support in the community for the Standing Rock native americans protesting the North Dakota pipeline.The intention is to make the students aware that science is for everyone not just old white men.
To encourage the students to be more introspective and thoughtful about the learning process, the will receive two grades for their piece of research. They will have one for the content of the research, and another for the process of research. What did they look for, what was successful. In addition they will be expected to do a reflection/evaluation of how they performed. I have set this up as a google form in order to make it manageable for staff to implement, but also to differentiate the questions the students are answering
Part of what we are trying to do is develop students into critical thinkers. The students are expected to compile a reference list, but for the higher level thinker I'm implementing a system to encourage them to think about the perspective of the source as an introduction to bias and to be wary of who they are listening to.
I am using my experience from teaching Social Studies for a year, specifically research skills, to plan the research component of the unit.
The research component will have basic research skills, and will include a research project. The initial project will be into a scientist. I have compiled a list of scientists they could research, and I have included a wide range of fields and cultures, with a focus on women and Maori. In addition I looked for ethnic minority scientists from Australia, Canada, and the US as these are cultures that some of our Maori students identify as being in a similary position to Maori, as exemplified by the support in the community for the Standing Rock native americans protesting the North Dakota pipeline.The intention is to make the students aware that science is for everyone not just old white men.
To encourage the students to be more introspective and thoughtful about the learning process, the will receive two grades for their piece of research. They will have one for the content of the research, and another for the process of research. What did they look for, what was successful. In addition they will be expected to do a reflection/evaluation of how they performed. I have set this up as a google form in order to make it manageable for staff to implement, but also to differentiate the questions the students are answering
Part of what we are trying to do is develop students into critical thinkers. The students are expected to compile a reference list, but for the higher level thinker I'm implementing a system to encourage them to think about the perspective of the source as an introduction to bias and to be wary of who they are listening to.
Monday, 12 September 2016
Ecology in a New Zealand context
I have been teaching the Ecology unit for Year 9's and the test is approaching. The test is focussed around introduced species and food webs, but the introduced species and food webs in question are based in British ecology.
For next year we should update it to include New Zealand examples. Possums as an introduced species would be relatively straight-forward to substitute I think and be able to keep the questions very similar to keep the task QUALMd
Possum's would also be animals that many of the students have experience with, especially those who are from farming and/or hunting backgrounds.
For next year we should update it to include New Zealand examples. Possums as an introduced species would be relatively straight-forward to substitute I think and be able to keep the questions very similar to keep the task QUALMd
Possum's would also be animals that many of the students have experience with, especially those who are from farming and/or hunting backgrounds.
Thursday, 1 September 2016
E-tools in the classroom.
I have been using EdPuzzle in the classroom this year and sharing the use of it with others in the department, and the StileApp website is full of great resources for students especially those who are in need of extension.
The goformative.com site has been especially useful for senior assessments. it allows me to upload assessments and format them for students to complete the questions. I can track what they are doing and give them feedback in real time. I have used it with L1 SCE and L2Chem so far and although it would be best used with a touchscreen, especially for Organic chemistry where there is a lot of drawing of molecules, it has been great from my perspective. Due to the fiddly nature of some of the response mechanisms, students have not embraced it as enthusiastically as i have, but they do enjoy the real-time feedback.
When talking about this to others in the department they have shown interest, so it has been put on departmental meeting agendas. I have showed them what can be done with it, and we plan a proper session on how to use it later.
The goformative.com site has been especially useful for senior assessments. it allows me to upload assessments and format them for students to complete the questions. I can track what they are doing and give them feedback in real time. I have used it with L1 SCE and L2Chem so far and although it would be best used with a touchscreen, especially for Organic chemistry where there is a lot of drawing of molecules, it has been great from my perspective. Due to the fiddly nature of some of the response mechanisms, students have not embraced it as enthusiastically as i have, but they do enjoy the real-time feedback.
When talking about this to others in the department they have shown interest, so it has been put on departmental meeting agendas. I have showed them what can be done with it, and we plan a proper session on how to use it later.
Monday, 22 August 2016
The PTC's for reference
PTC’s
1. … establish and maintain effective professional relationships focused on the learning and well-being of all akonga
2. … demonstrate commitment to promoting the well-being of all akonga
3. … demonstrate commitment to bicultural partnership in Aotearoa New Zealand
4. … demonstrate commitment to ongoing professional learning and development of personal professional practice
5. … show leadership that contributes to effective teaching and learning
6. … conceptualise, plan and implement an appropriate learning programme
7. … promote a collaborative, inclusive and supportive learning environment
8. … demonstrate in practice their knowledge and understanding of how akonga learn
9. … respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga
10. … work effectively within the bicultural context of Aotearoa New Zealand
11. … analyse and appropriately use assessment information, which has been gathered formally and informally
12. … use critical inquiry and problem solving effectively in their professional practice
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