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1 PGCE Science PGCE Science Unit 1 semester 2 Unit 1 semester 2 Assessing skills and Assessing skills and ideas ideas LIGHT LIGHT

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PGCE Science. Unit 1 semester 2 Assessing skills and ideas LIGHT. 1. Events. Trip to Marwell Wildlife in week 2 25 th January exploring LOtC Cross-core activities Science Fayre: Our World in Motion Week 3 preparation Week 4, 90 school children on site for science fayre - PowerPoint PPT Presentation

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PGCE SciencePGCE Science

Unit 1 semester 2Unit 1 semester 2

Assessing skills and ideasAssessing skills and ideas

LIGHTLIGHT

Events

• Trip to Marwell Wildlife in week 2 25th January exploring LOtC

• Cross-core activities

• Science Fayre: Our World in Motion

Week 3 preparation

Week 4, 90 school children on site for science fayre

• Week 5: science portfolio peer-assessed

Learning Intentions

• Recognise pupil achievement in its widest sense• Consider evidence of pupil achievement• Know the APP approach in the context of

science • Evaluate other approaches to record keeping

and assessment• To assess levelness using written evidence and

plan for ‘next steps’

Assessment

Summative assessment

• Assessment of learning

• Needs to be:

summary of achievement at a particular time

succinct, overview of progress related to main goals of learning

criterion- referenced to standards or levels

Assessment for Learning• Helps the process of learning by taking into account all the aspects which

affect children’s learning (Harlen and Qualter, 2009)

• Influenced by research- Black and Wiliam 1998• Involves sharing learning intentions• Involves sharing success criteria so that pupils know what to aim for • Involves feedback which identifies how pupils can improve as the lesson

progresses• Involves pupils in self- and peer- assessment- use of concept cartoons/

mapping can be helpful• Planning needs to allow for assessment opportunities as well as identifying

progression in learning. Today effective teachers expect everyone to succeed by offering higher levels of support or extra challenge so that all pupils are involved-http://nationalstrategies.standards.dcsf.gov.uk/node/83151?uc=force_uj

• DONE ON A DAILY BASIS• http://www.tes.co.uk/teaching-resource/Assessment-for-Learning-6083129/

Teachers’ questions

• Encourage critical reflection• Elicit children’s knowledge and alternative

frameworks• Help to clarify ideas• Encourage collaborative working• Help to draw comparisons/ conclusions• Help to support imaginative ideas• Help to refine learning and understanding• Challenge ways of working• Ensure all children are included

Outcomes of teacher questioning in science

Effective questions can:• Direct children to worthwhile activities• Cause children to reason, predict, hypothesise• Uncover how children view a situation• Indicate the level at which children are operating• Disclose their understanding or

misunderstanding• Enable children to express ideas• Expose children’s feelings about an idea• Identify next steps

Sources to help make judgements on levels

• National curriculum level descriptors• Sheets of questions to ask when analysing pupils work

such as from Goldsworthy (2002) • Indicators of skill development from Harlen and Qualter

(2004)• Assessing Pupils’ Progress• http://webarchive.nationalarchives.gov.uk/20110809091832/http://w

ww.teachingandlearningresources.org.uk/whole-school/afl

• Using P scales• http://www.azteachscience.co.uk/science-teaching/curriculum-mater

ials/special-needs-strata.aspx

• http://www.nsonline.org.uk/node/95501

Assess the level of Sc1 in Stephen’s work on

shadows • Complete the AKSIS report sheet provided, in which you will

identify, analyse and comment on use of particular Sc1 skills and relevant subject knowledge.

• Assign levels for planning, obtaining and presenting evidence and considering evidence.

• Identify next steps. • Compare your report with another group. • Compare your analysis with that from Goldsworthy (2002)

What differences were there?• What issues were identified in levelling and how might these

be overcome?• Evaluate use of the question sheets from Goldsworthy (2002).• Look at the additional assessment sheets from QCA.

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Progression in Enquiry Skills

• From simple to more elaborate skills• From effective use in familiar situations to effective use

in unfamiliar situations- transference of skills from one area to another

• From unconscious to conscious action- involving children in becoming aware of their own thinking and reasoning

• Indicators of development skill sheets pp.185-187

(H&Q, ed. 5, 2009)

Assessment for Learning Strategy DCSF 2009

• Every child knows how they are doing and understands what they need to do to improve and to get there

• Every teacher is equipped to make well-founded judgements about pupils’ attainments, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential

• Every teacher can use assessment: on a daily basis to shape immediate next steps using (Assessment for Learning-AfL);

periodically to provide a profile of attainment in a subject drawing on AfL to inform planning for progression, set targets and track pupil progress (Assessing Pupils’ Progress-APP};in transitional assessment to summarise achievement at key stages and share with pupils, parents and teachers

Look at the APP sheets for science L1-6, and notice how they are the same/different from the NC descriptors. Each group should take one AF and look at it closely. Report back describing what the AF is assessing and how it shows progression.

Creative cross-core ideas

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Creatively using LOtCCreatively using LOtC

• Evaluate the learning and teaching of Evaluate the learning and teaching of science concepts and enquiry in a creative science concepts and enquiry in a creative context context

• Evaluate the potential for cross curricular Evaluate the potential for cross curricular links links

• Review links to learning throughout the Review links to learning throughout the science course including identifying and science course including identifying and challenging children’s ideas, the role of challenging children’s ideas, the role of scientific enquiry, the role of dialogic talk scientific enquiry, the role of dialogic talk

Science school-based tasksScience school-based tasks

• From your SE discuss ways in which teachers From your SE discuss ways in which teachers planned for children’s learning in science/ via cross-planned for children’s learning in science/ via cross-curricular approachcurricular approach

• How did your SE discuss ways in which teachers How did your SE discuss ways in which teachers planned for progression in scientific skills and planned for progression in scientific skills and knowledgeknowledge

• Share your SE experiences on investigations: What Share your SE experiences on investigations: What planning was done/What skills were focussed on planning was done/What skills were focussed on /How were these skills developed/ /How were these skills developed/

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Workshop adapted from Workshop adapted from

Kibble,B. (2009) Kibble,B. (2009) Sunshine, shadows Sunshine, shadows and stone circles and stone circles Millgate House Millgate House Publications In press Publications In press

Stone circles in the curriculum

“Standing stones and stone circles have a special place in culture, a place which is mysterious and uncertain. There is a sense in which ancient stone monuments engender a sense of custodial responsibility upon us. As such, a study of stone circles has potential to enrich learning within the broader themes of citizenship and responsibility. The strong link with out door experience and landscape will open opportunities to link this work to learning within a local environment.”

Kibble (2009)

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Science - Thinking Skills and Key Skills

• See National Curriculum pp.20-22 How do you view science learning in the context of Thinking and Key skills?

• Thinking Skills– Information processing– Reasoning– Enquiry– Creativity– Evaluation

• Key Skills– Communication– Application of number– Information Technology– Working with others– Improving own learning

performance– Problem solving

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Stone circles Stone circles

Avebury, an Irish stone circle and StonehengeAvebury, an Irish stone circle and Stonehenge

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Model to explore the length and position of Model to explore the length and position of shadows during the dayshadows during the day

• In which direction does the sun In which direction does the sun rise and set? rise and set?

• When does the sun reach its When does the sun reach its greatest height? greatest height?

• When are shadows shortest? When are shadows shortest? • The Children’s University of The Children’s University of

Manchester Manchester • The Earth and Beyond: The Earth and Beyond:

Shadows at Shadows at • http://www.childrensuniversity.manch

ester.ac.uk/interactives/science/earthandbeyond/shadows.asp

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Locating a stone circle Locating a stone circle

in a model landscapein a model landscape

• In table groups take a zip wallet of resources In table groups take a zip wallet of resources • Clear your table and place around the edge of it upturned Clear your table and place around the edge of it upturned

items such as plastic bottles, upturned beakers. items such as plastic bottles, upturned beakers. • Cover the items with a large cloth. The items beneath have Cover the items with a large cloth. The items beneath have

created a model 3D landscape. created a model 3D landscape. • Include water features using the blue card shapes such as Include water features using the blue card shapes such as

a lake, pond and river. Use brown paper strips to show a lake, pond and river. Use brown paper strips to show footpaths in your settlement.footpaths in your settlement.

• You could add in labels for different features. You could add in labels for different features. • Add in dwellingsAdd in dwellings

Locating a stone circle in a model landscape

• Use a compass to identify N,S,E and W and label them on your landscape . Explore the plasticine ‘Earth’ and find where the magnet is placed inside it.

• Use a torch to model the sun rising and setting. At what point is the sun the highest? Watch the shadows move.

• Decide where to put your stone circle and how to arrange the stones.

• You might place four stones at north, east, south, and west, which will give you both a North Star alignment, as well as sunrise and sunset equinox alignments for both spring and autumn. Other, lesser stones can be spaced between these corner stones. Now put in a quarry to show where the stones came from.

Sarcen stone challenge

• In table groups • Discuss and trial, through modelling, ways to move a flat sarcen stone from one end of the

classroom to the other. • Try these out on a ‘stone’ Use scientific enquiry to

find which way works best and provide scientific evidence to justify your decision.

• Find a way to get your ‘stone’ to stand up and make it safe.

• Prepare a presentation to show which you thought was the best way to move your ‘stone’ and provide scientific evidence. How did you make your ‘stone’ stand up. Evaluate your investigations.

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What science can we use to find What science can we use to find ways to move sarcen stones? ways to move sarcen stones?

• Use the National Curriculum and identify Use the National Curriculum and identify the key idea(s) and scientific concepts that the key idea(s) and scientific concepts that you will draw on to devise scientific you will draw on to devise scientific investigations to move a Sarcen stone investigations to move a Sarcen stone from one end of the classroom to the from one end of the classroom to the other. Look at KS1- KS3. other. Look at KS1- KS3.

• Discussion of scientific concepts and Discussion of scientific concepts and principles. principles.

Presentations • Which did you think was

the best way to move your ‘stone’? Present your scientific evidence to support your decision.

• How did you make your ‘stone’ stand up?

• How might you use such an activity for assessment?

• What evidence would you record?

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Internet sites Internet sites

• www.stonepages.comEurope-wide site includes photographs, tips for Europe-wide site includes photographs, tips for

photographing and visitingphotographing and visiting• http://megalithic.tripod.com/explain.htmExcellent database and maps for Excellent database and maps for virtually every UK virtually every UK

site site

Very extensive catalogue of images Very extensive catalogue of images Kibble (2009) Kibble (2009)

Other starting points

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LIGHT - Themes for revisionLIGHT - Themes for revision

• Sources of lightSources of light• DarknessDarkness• Light travelsLight travels• ShadowsShadows• Reflection and scatteringReflection and scattering• RefractionRefraction• ColourColour• Seeing and the eyeSeeing and the eye

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• Light is a form of energy for which the eye is a receptor. It Light is a form of energy for which the eye is a receptor. It is part of the electromagnetic spectrumis part of the electromagnetic spectrum

• We see things when light enters our eyes and the brain We see things when light enters our eyes and the brain interprets this as seeinginterprets this as seeing

• Light can be reflected from a surface. The angle of Light can be reflected from a surface. The angle of incidence equals the angle of reflectionincidence equals the angle of reflection

• Smooth surfaces eg mirrors reflect light in an even and Smooth surfaces eg mirrors reflect light in an even and regular wayregular way

• Light can be reflected from an uneven surface but in a less Light can be reflected from an uneven surface but in a less regular way – light is scattered.regular way – light is scattered.

• Light can be partially absorbed by a surfaceLight can be partially absorbed by a surface• Light can be refracted when the speed is changed – when Light can be refracted when the speed is changed – when

it moves from one medium to another.it moves from one medium to another.• Light can be bent by lensesLight can be bent by lenses

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• Materials can be transparent, translucent or Materials can be transparent, translucent or opaque opaque ( the distinction between these is not always easy ( the distinction between these is not always easy to determine – think more of a sliding scale)to determine – think more of a sliding scale)

• Shadows are formed when the light is blocked.Shadows are formed when the light is blocked.• White light is made up of the colours of the White light is made up of the colours of the

spectrumspectrum• Light can be split into the colours of the spectrumLight can be split into the colours of the spectrum• Coloured objects reflect mostly light of that colour Coloured objects reflect mostly light of that colour

and absorb the other coloursand absorb the other colours• A colour filter allows one or more colours through A colour filter allows one or more colours through

and absorbs the restand absorbs the rest• The primary colours of light are red, blue and The primary colours of light are red, blue and

green. When mixed the outcome is not the same green. When mixed the outcome is not the same as mixing paint.as mixing paint.

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Children’s alternative ideas - lightChildren’s alternative ideas - light

• Light does not travel far from a sourceLight does not travel far from a source• Light does not travel at night time so it becomes darkLight does not travel at night time so it becomes dark• The moon is a primary source of lightThe moon is a primary source of light• When asked to list sources of light pupils list electrical appliances more When asked to list sources of light pupils list electrical appliances more

often than the sun.often than the sun.• Light in bulbs travels through the wires to get thereLight in bulbs travels through the wires to get there• Sight explained in terms of what the eye can do Sight explained in terms of what the eye can do –– little association with light little association with light• Surfaces other than mirrors not associated with reflectionSurfaces other than mirrors not associated with reflection• No external light source is necessary in order to see so we can just about No external light source is necessary in order to see so we can just about

see things in total darkness see things in total darkness (SPACE report (SPACE report –– Osborne et al. 1990 and Misconceptions in Primary Osborne et al. 1990 and Misconceptions in Primary

Science, Allen, 2010)Science, Allen, 2010)

QCA and Nuffield Primary Science pick out that children have difficulty with QCA and Nuffield Primary Science pick out that children have difficulty with difference between shadow and reflection.difference between shadow and reflection.

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Osborne, J. , Black, P., Smith, M. and Meadows, J. (1990) SPACE Research Report: Light, Liverpool: University Press. Explanations of how we see an object, p24-28

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Forster, C. (2006), Reflected Glory, Primary Science Review 93, pp20-21

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Science & LiteracyScience & Literacy

• … “… “The partnership between science and literacy The partnership between science and literacy is two way: science offers natural contexts for the is two way: science offers natural contexts for the use and development of literacy skills and use and development of literacy skills and understanding whilst literacy helps to offer the understanding whilst literacy helps to offer the individual access to the exciting and challenging individual access to the exciting and challenging world of science ” (iv).world of science ” (iv).

Feasey, R. (1999) Feasey, R. (1999) Primary Science and Literacy, Primary Science and Literacy, Hatfield: ASEHatfield: ASE

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LightLight

• ……light is a metaphor for lifelight is a metaphor for life• ..darkness is a metaphor for things that are ..darkness is a metaphor for things that are

fearfulfearful• ..darkness is the absence of light..darkness is the absence of light• ……darkness fell/ Her face lit up/ I feel blue/his darkness fell/ Her face lit up/ I feel blue/his

eyes shone/magic potions make things eyes shone/magic potions make things invisible/blue-blooded .invisible/blue-blooded .

• Children’s everyday ideas are valuable starting Children’s everyday ideas are valuable starting points for discussion and can lead on to points for discussion and can lead on to activities which help to establish a more activities which help to establish a more scientific point of view.scientific point of view. (Loxley,Dawes,Nicholls and Dore,2010) (Loxley,Dawes,Nicholls and Dore,2010)

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Science & PoetryScience & Poetry

The CandleThe CandleThe flame is flickering.The flame is flickering.The wick is getting burnt.The wick is getting burnt.The wax is melting.The wax is melting.The yellow and orange flame burns the wick.The yellow and orange flame burns the wick.The colours mix together.The colours mix together.I feel warm.I feel warm.Suddenly the flame goes outSuddenly the flame goes outAnd I go cold.And I go cold.The smoke smellsThe smoke smells

Feasey, R. (1999) Feasey, R. (1999) Primary Science and Literacy, Primary Science and Literacy, Hatfield: Hatfield: ASE, p94ASE, p94

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Light Ideas from storiesLight Ideas from stories• http://www.tes.co.uk/teaching-resource/Teachers-TV-Primary-Science-Light-http://www.tes.co.uk/teaching-resource/Teachers-TV-Primary-Science-Light-

and-Sound-6044056and-Sound-6044056• Note the strategies used by the teacher.Title: Curtains for Pigs 9.28Note the strategies used by the teacher.Title: Curtains for Pigs 9.28

• Choose a story book and use it as a starter for planning a short series Choose a story book and use it as a starter for planning a short series of lessons on light and dark for KS1. of lessons on light and dark for KS1. Plan a role play area on the theme of Plan a role play area on the theme of ‘Light and dark’. Note possible lines of enquiry for KUW from EY’s. Look in the ‘Light and dark’. Note possible lines of enquiry for KUW from EY’s. Look in the Light circus box for potential activities to use.Light circus box for potential activities to use.

• Note potential opportunities for communication & recording. What would you Note potential opportunities for communication & recording. What would you assess? What equipment would you use? assess? What equipment would you use?

• Sample books Sample books ‘‘The Very Lonely Firefly’ Eric Carle and list the different sources and note the vocabulary.The Very Lonely Firefly’ Eric Carle and list the different sources and note the vocabulary.‘‘Can’t you sleep little bear’ Martin WaddellCan’t you sleep little bear’ Martin Waddell‘‘The Owl who was afraid of the dark’ Jill TomlinsonThe Owl who was afraid of the dark’ Jill Tomlinson

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Inclusive ScienceInclusive Science

• List the range of potential generic inclusion List the range of potential generic inclusion issues. issues.

• What do you think are the What do you think are the specific specific implications for learning and teaching implications for learning and teaching - in - in primary scienceprimary science??- - light?light?

• How might this be used in the classroom?How might this be used in the classroom?• http://www.tes.co.uk/teaching-resource/http://www.tes.co.uk/teaching-resource/

How-We-See-Light-6085141How-We-See-Light-6085141

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Personalised LearningPersonalised Learning

• Supporting children’s wider needsSupporting children’s wider needs• High quality teaching and learningHigh quality teaching and learning• Target setting and trackingTarget setting and tracking• Focussed assessmentFocussed assessment• InterventionIntervention• Pupil Grouping eg paired working or targeted groupingPupil Grouping eg paired working or targeted grouping• The Learning EnvironmentThe Learning Environment• Curriculum OrganisationCurriculum Organisation• Extended Curriculum Extended Curriculum (Personalised learning- A practical guide, (Personalised learning- A practical guide, p.7. You p.7. You

can download the full version by copying and pasting this web address can download the full version by copying and pasting this web address https://www.education.gov.uk/publications/eOrderingDownload/00844-2008DOM-https://www.education.gov.uk/publications/eOrderingDownload/00844-2008DOM-EN.pdfEN.pdf

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DifferentiationDifferentiation• First, it’s a good thing to recognise how much children at a similar age have in

common.• Teachers can meet most needs by planning appealing lessons aimed at the age

group:• this will meet the needs they have in common. • At the same time, it’s sensible to build in room for manoeuvre to respond to groups

and individuals, and to challenge them. • In one sense, differentiation by age is the most common method of differentiation,

closely followed (among older children) by differentiation by ability. • But to be more inclusive, modern teaching methods have inclined to differentiation by

staging the work by level of support, by open-tasking (i.e. setting mixed-ability tasks that challenge at every level) and by extension or enhancement activities.

• This approach designs in, at the planning stage, reasonable adjustments for disabled children and young people and provision for pupils with SEN.

• Not every act of differentiation is about need; it can be about interests, preferences or priorities.

• For this, schools can offer options between topics or texts, such as choosing a novel for group reading or a person to study closely in history.

(Personalised learning- A practical guide, p.9)(Personalised learning- A practical guide, p.9)

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Using a scheme of workUsing a scheme of work

• Access a QCA scheme of work for science – Access a QCA scheme of work for science – LIGHT. LIGHT.

• Consider potential inclusion What are the Consider potential inclusion What are the issues? Who might be affected? How might you issues? Who might be affected? How might you overcome the issues?overcome the issues?

• Annotate the scheme to show how you might Annotate the scheme to show how you might adapt the suggested activities for a range of adapt the suggested activities for a range of individual needs. individual needs.

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Directed Tasks – reading Directed Tasks – reading

• Read Coates, D (2009). Reflect on your Read Coates, D (2009). Reflect on your role in challenging able science pupils.role in challenging able science pupils.

• Read Edmonds, (2002). Reflect on how Read Edmonds, (2002). Reflect on how you might use assessment to personalize you might use assessment to personalize science learning in the classroom.science learning in the classroom.

• Read Harlen and Qualter (2009) Ch. 6 and Read Harlen and Qualter (2009) Ch. 6 and Ch.8 on developing understanding in Ch.8 on developing understanding in science and talking to learn.science and talking to learn.

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Portfolio/FilePortfolio/File

Suggested content: Suggested content: • audits which you may have annotated to indicate areas for audits which you may have annotated to indicate areas for

development, development, • notes on directed tasks, notes on directed tasks, • additional readings you may have undertaken to support your course, additional readings you may have undertaken to support your course, • evidence of ICT used eg widget worksheet, notes on trip, evidence of ICT used eg widget worksheet, notes on trip, • SE links to teaching and learning science eg samples of children’s SE links to teaching and learning science eg samples of children’s

work or lesson plans or assessments usedwork or lesson plans or assessments used• Any additional resources you can share with your peers.Any additional resources you can share with your peers.The portfolio provides evidence for your QTS tracking document eg Q14 The portfolio provides evidence for your QTS tracking document eg Q14

and Q15 in science. and Q15 in science. For Week 5 Semester 2 For Week 5 Semester 2