Linda – teacher prof development
Effective cpd is a partnership between teachers and slt. Focus, does it make it better? How do I know? Evidence or expertise based? Collaboration? Bigger picture at school?
Lucie – educational doctorate
Need time, finances, support.
Start with a question, three research papers, project, thesis,
Need to find a gap in the field of research. Question everything you read. Supervisor makes a difference, as do colleagues.
Learn to manage supervisor. Keep a research diary. Supervisor and course team will develop skills.
Looking for volunteers to take part. Use Twitter to take part in discussions about teaching contact @yorks_bunny
Liz – teaching about nature of matter during transition
Young people leave education without understanding particulate nature of matter. Begin to study behaviour of matter in ks2. Huge dip in attainment and interest in secondary transfer. How do teachers interpret the curriculum in this area? How do students experience curriculum? What is happening in the classroom? Ks2 and ks3 documents are not similar.
Going to survey teachers, analyse documents and teacher materials, case studies. How to help – complete a survey, link to follow. Short interview. Must teach ks2 or 3, all sectors of education @oboelizzy
Stuart – Iop. Looking at teacher learning
How important is the role of knowledge of others to help teachers learn?
What is the essential knowledge for someone coming into teaching? What should you look out for and identify during an observation week?
Katherine- gratnell #learningrooms
Looking at a child’s journey through school. Focus on physical environment and impact on learning. Labs and prep rooms need to be planned for learning.
How does space we teach in affect learning outcomes? How much control do teachers have over learning spaces?
Sarah – finding out what students know (questioning)
Hinge questions…. those that determine where your lesson is going next. Questions should not be too wordy. Multiple choice responses can show a increase in difficulty to check understanding. True or false statements. Easier to write when in teams with a range of experience. Quality of questions is important.
Need to allocate time in departmental meetings for collaboration.
Finding out where students are stuck is the key. Hinge questions should show benefits as students get unstuck
Alistair – research informed curriculum development
Best evidence science teaching- new curriculum project for ks3. Four main strands focusing on engagement, practical work, assessment and effective teaching of difficult ideas.
Looking for some partner schools to run trials and give feedback bestevidencescienceteaching.org
Use of written questions to assess practical skills, research project. Looking for partner schools
Linda – technician conference
Some ideas for science club activities. Discussion about how to make these more likely to involve science learning and how to extend this learning
Richard – practical
Using predict, observe, explain to get students thinking about practical experiments
Born to engineer website. Worth a look on stem learning website
Helen- writing or compiling tests
For aqa activate. Writing questions and compiling tests.
When compiling tests need the outcome to help discriminate between students. Consider language and phrasing, start with the answer and craft the question from there, working as a team helps.
Need to look at spec to identify questions. Use real data. Keep questions short and wording clear.
Alex – using video to teach teachers
When showing video have questions to respond to. Do teachers have enough time to read? Videos are quicker. Nustem.co.uk
Has a spreadsheet with all #asechat tweets. Lots of uses. Ask for info. Use if this then that
Learningscientists.org put the topics you are teaching and how long you want to take, to set these tests as homework. Forgetting curves. Blog is really good for resources and cognitive science. Especially strategies for revision
Does the colour of insulation on a wire matter? Easier to see the circuit if use one colour. Add parallel in different colours.
Use colours of spectrum to label electrical potential of each wire, red highest potential, violet lowest. Draw circuit with cells on side to highlight potential difference