tag:blogger.com,1999:blog-556994347638967900.comments2024-02-07T11:15:05.679+00:00Teaching ScienceHelen Rogersonhttp://www.blogger.com/profile/05573666547153531632noreply@blogger.comBlogger94125tag:blogger.com,1999:blog-556994347638967900.post-16318020361896987742017-04-30T08:54:00.166+01:002017-04-30T08:54:00.166+01:00Thanks so much. I think I'm gonna use the 7 E&...Thanks so much. I think I'm gonna use the 7 E's this June with my class and see a much elaborated lesson that will be carried out in my class. Thanks a lot!Maria Vicenta Galvezhttps://www.blogger.com/profile/02772457006950681863noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-86967724004547386242016-03-23T10:54:09.373+00:002016-03-23T10:54:09.373+00:00This is a really good idea that I will make clear ...This is a really good idea that I will make clear in our start of term meetings next term. Helen Rogersonhttps://www.blogger.com/profile/05573666547153531632noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-58906102674585315562016-03-23T10:53:15.995+00:002016-03-23T10:53:15.995+00:00We are doing OCR Gateway. You are not alone in str...We are doing OCR Gateway. You are not alone in struggling for time. The only thing that cheers me is that we are all in the same boat. Helen Rogersonhttps://www.blogger.com/profile/05573666547153531632noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-42939860033273262192016-03-23T06:19:53.464+00:002016-03-23T06:19:53.464+00:00Old O-level textbooks might be useful! In terms o...Old O-level textbooks might be useful! In terms of review, at the beginning of each lesson put up three questions: one about the previous lesson's work, one from work a couple of weeks ago, and one from the previous term. Encouraging long term recall, and an expectation that they can't just forget from topic to topic.Dr Davhttps://www.blogger.com/profile/14908697793194921763noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-61503719942717307872016-03-22T16:25:32.103+00:002016-03-22T16:25:32.103+00:00Thank you Helen. Your blog was really interesting...Thank you Helen. Your blog was really interesting. I am in my third year of teaching. The change in spec is daunting just as I was getting used to my materials for the old spec. I have mapped out lessons and available teaching time and we are about 20 sessions short over the course of y9, 10 & 11, from our current y9 start point (Nov ) to Easter y11. We will probably have to start teaching New ks4 in September of y9. <br /><br />Which exam board are you using? We have just tested year 9 on the content they have done so far. It will be interesting to see how it goes and how the students manage the harder tests.Clairenoreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-47935583584989268582016-03-21T22:06:11.496+00:002016-03-21T22:06:11.496+00:00I agree. I should have said 'write about' ...I agree. I should have said 'write about' in that second last paragraph. We had to write up everything, very long winded and didn't really focus us on the key aspects of that particular practical activity. Helen Rogersonhttps://www.blogger.com/profile/05573666547153531632noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-75562798336645167292016-03-21T08:00:58.028+00:002016-03-21T08:00:58.028+00:00Don't get them to 'write ip' practical...Don't get them to 'write ip' practicals more than a few times to ensure they have the skills - move on to writing about different aspects - what I have learned - how I would improve this - why are results variable in this practical etc. Getting students to formally write up practicals as a matter of routine is deadly boring and unnecessary, and will kill the opportunities we have of engaging pupils through practical work stone dead.Richardhttps://www.blogger.com/profile/01388675432076912586noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-69272860997380449182016-01-06T10:15:07.555+00:002016-01-06T10:15:07.555+00:00Really enjoyed reading this post. So much of what ...Really enjoyed reading this post. So much of what you've said rings true with me - I too fly below the radar for various reasons. I wish you well in 2016. JoAnonymoushttps://www.blogger.com/profile/04602820924061389315noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-7340794753852872102015-07-24T17:40:59.019+01:002015-07-24T17:40:59.019+01:00This is great. I like your blogs about the details...This is great. I like your blogs about the details of teaching Physics. Thanks . Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-53808576430870431832015-07-11T20:17:34.344+01:002015-07-11T20:17:34.344+01:00Thanks sooo much, really helpful cuz it tells me w...Thanks sooo much, really helpful cuz it tells me what to do for my control assessment! thanks!Amaninoreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-10929805121250201792015-05-29T18:00:17.272+01:002015-05-29T18:00:17.272+01:00This is Excellent! Great to see such reflection. ...This is Excellent! Great to see such reflection. I may have to do my own.<br /><br />With regards to point 1. One problem I've had in the past is the quality of the definitions. Getting the students to write them themselves often leads to a lack of details, or outright inaccurate attempts.<br /><br />One thing I've tried this year is setting up a Google Doc and splitting up the definitions. One student researches, another either allows it, or rejects it and offers feedback. Once that's done I can moderate their attempts. It means they use the IB/A-level definitions, rather than those from Google. The definition of the Ampere is a classic one.<br /><br />The great thing about Quizlet is that you can then just import the spreadsheet straight in. My students are currently fighting out for top place in Space Race and Scatter. They're very competitive!Dinosawesomenoreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-8511982007933269632015-04-05T20:20:47.596+01:002015-04-05T20:20:47.596+01:00I agree totally with what you have said and could ...I agree totally with what you have said and could not have written it any better!!!<br /><br />Risk assessments and Health and Safety is what I like to instill in my daily role as a Science Technician. CLEAPPS is the Preproom bible for me.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-8764158447319699882015-04-03T09:02:21.166+01:002015-04-03T09:02:21.166+01:00'Anonymous2 April 2015 at 18:03
For the lab te...'Anonymous2 April 2015 at 18:03<br />For the lab technician to be supportive teachers must give the technicians their requisitions in good time to enable prepare for the practicals.'<br /><br />Spot on. This is something teachers need to be empathetic about and realize that requisition deadlines are there for a reason. As a technician (who also has teaching experience), I can totally understand why sometimes it may not be possible to hand in a requisition on time. If this is case, I will always try to go out of my way to make it happen but I obviously cannot guarantee optimal service. Sometimes, I ask that we meet each other half way, eg an interactive demo instead of a practical, but if I get met with a a 'no!' ,they are likely to get a rushed practical that hasn't been tested properly and they wonder why this was faulty, or this didn't give expected results rather than thanking the technician who had to reschedule his whole week's worth of work/planning to allow for the teacher's lack of planning.<br />The technician role is a highly logistical and unpredictable job. Unlike teachers, we do not have a fixed timetable - it changes daily throughout the year to meet numerous demands and unforeseen circumstances so the ability to plan ahead as much as we can (eg respecting the requisition deadline) is of utmost importance to us.<br /><br />Many times I have recommended that the teacher trial the experiment or comes to see me about what they wish to do, so we can go through it face to face to iron out any issues. A short 10-15 minute meeting a week (at a time which suits them) can do wonders to dispel all issues and gives peace of mind to both technician and teacher. It is not always possible (or indeed practical) to convey everything in a written requisition<br /> Unfortunately, I have been unsuccessful in trying to convince most teachers of this system because they simply 'do not have the time to spare'. Ironically, they end up wasting a lot more time the following week in the way of reorganizing their lesson when they don't get EXACTLY what they were hoping for on the day of the practical - not to mention the additional stress/anxiety which comes with it. <br /><br />While this may seem like a typical technician moan, it is more to make a point if anything that communication is extremely important. I am fortunate to have worked with very pleasant and empathetic teachers that appreciate our job and actually listen to the technicians advice. What's funny is that the best teacher I have worked with was one who never handed in a requisition!<br />Instead, she came to see me every week for a quick meeting and we wrote the requisition out together on the computer. We were on the exact same wavelength every week, she knew that I knew exactly what she wanted and there were no ambiguities.<br /><br />Both sides need to remember that a requisition is a form of COMMUNICATION.<br />I cannot stress enough how important it is for technician and teachers to communicate with each other and not just in writing on a Thursday! This may seem like something extra that teachers need to think about on top of all their other duties but it is needed to ensure that practical lessons run smoothly. Effective communication between teacher and technician is the only way to ensure that a Science department achieves harmony and success.<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-49505246871682141362015-04-02T18:03:40.852+01:002015-04-02T18:03:40.852+01:00For the lab technician to be supportive teachers m...For the lab technician to be supportive teachers must give the technicians their requisitions in good time to enable prepare for the practicals. As a former senior science technician I found the NQTs are always at loss when it comes to carrying practicals lessons and we are there to hold their hands until they find their feet. I must admit we are indeed underpaid and most times undervalued Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-70086477005697320422015-04-02T13:41:07.056+01:002015-04-02T13:41:07.056+01:00As a lab technician, it is good to hear that our w...As a lab technician, it is good to hear that our work is appreciated, especially if we offer 'extra' to less experienced teachers. Sadly the School Technician is often underpaid and undervalued.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-39232789209052552092015-03-05T22:10:41.769+00:002015-03-05T22:10:41.769+00:00That's useful to think about, thank you. I'...That's useful to think about, thank you. I'm still on the very simple experiments with my groups, partly because they don't appear to have done practical in KS3 (don't ask), so I'll have a think about thatAnonymoushttps://www.blogger.com/profile/16043449728080717076noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-47877049857334966292015-03-05T21:51:37.298+00:002015-03-05T21:51:37.298+00:00I show them the video on the screen instead of me ...I show them the video on the screen instead of me doing a demo. Making a video means what they are looking at is bigger and my explanation is clearer without interruptions. They could watch it again, but so far we haven't needed to.Helen Rogersonhttps://www.blogger.com/profile/05573666547153531632noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-14866040011920387362015-03-05T19:39:20.590+00:002015-03-05T19:39:20.590+00:00Do you watch the video as a class instead of you d...Do you watch the video as a class instead of you doing a demo first, or do they have the video to watch on their technology as a small group?Anonymoushttps://www.blogger.com/profile/16043449728080717076noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-50767763337319460722015-01-11T14:11:53.327+00:002015-01-11T14:11:53.327+00:00It will, I'm afraid. I taught throughout my ca...It will, I'm afraid. I taught throughout my career (including as a head) and, certainly when I was a deputy head, I had a lot of exam teaching BUT the focus is different. You still do your best by your classes, but it isn't the only thing you're concentrating on as a senior leader. You're trying to work through ALL staff (teaching and support) to reach more pupils in all areas, not just your curricular area. When I taught as a head it was about getting to know individual pupils, and them getting to know me - it wasn't primarily about English (my subject) any more.<br /><br />Happy to talk this through with you when we meet.<br /><br />Best wishes to Diane. I don't think I've actually met Natasha yet, though hope to do one day! Jill Berryhttps://www.blogger.com/profile/07968197362738941523noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-11098857541260499952015-01-10T00:36:20.052+00:002015-01-10T00:36:20.052+00:00Thanks Jill, I wish you all the best too.
I woul...Thanks Jill, I wish you all the best too. <br /><br />I would definitely like to meet you too. I will look out for the course and discuss it with Natasha and Diane. My main dilemma is that moving to senior management might dilute my science work. Helen Rogersonhttps://www.blogger.com/profile/05573666547153531632noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-71442029660958811132015-01-09T18:33:43.064+00:002015-01-09T18:33:43.064+00:00Interesting to read this, Helen, and I'd reall...Interesting to read this, Helen, and I'd really like to meet you face to face in 2015 if possible!<br /><br />One of the things you could consider is the GSA's 'Moving from Middle Leadership to Senior Leadership' if we run it again. It might help you clarify your thinking about the future?<br /><br />I hope 2015 is a positive year for you, at home and at school.Jill Berryhttps://www.blogger.com/profile/07968197362738941523noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-19649211493288948052014-12-15T21:07:29.309+00:002014-12-15T21:07:29.309+00:00This is a really interesting piece. A couple of th...This is a really interesting piece. A couple of thoughts - firstly, controlled assessments do present a problem for awarding. It isn't that students do better at controlled assessment than exams that is the problem - after all, that's what UMS is for. The problem is the range of marks you get on controlled assessments compared to the exams. If you look at the released graphs on the Ofqual consultation, the spread can be seen to be lower than the written papers and this makes it difficult to differentiate. Pretty much all the graphs show a very small percentage of candidates getting from 0-40% of the marks. It means you have a lot of dead marks in there that don't help you differentiate out the students, which you really don't want (and you end up having to rely on the written aspect). This is in contrast to the written papers where there's (mostly) a nice spread. Also if you did a 10% direct assessment for completing practical work then that also fails to differentiate, and you end up trying to differentiate on 90% of the marks, as we found during GCSE 2006 - as I think the consultation says, it's quite difficult to separate out grades of competency of direct practical skills. Now with a completely terminal exam instead of a series of modules, you could argue that would stretch students out better so there's more latitude to accommodate this, but it still doesn't solve the problem I don't think. <br />Secondly, it's going to be really important for the awarding bodies to design assessments in such a way that the students will be at a disadvantage should they not have done the practical work. This will be a challenge, but the released (draft) assessment objectives do require both knowledge and application of practical techniques and procedures, so that does help with this aim. <br /><br />Kathryn Boothnoreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-38115937684221919982014-12-05T10:06:15.452+00:002014-12-05T10:06:15.452+00:00Hi Helen
Take a look at KS1 and KS2 science POS, w...Hi Helen<br />Take a look at KS1 and KS2 science POS, where there is a considerable input on classification, plant reproduction and adaptation. It will take some years to wash through the system, but in future pupils should arrive in Y7 with a good understanding of the basics in these areas.Richardhttps://www.blogger.com/profile/01388675432076912586noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-31878438605597673802014-09-15T21:57:23.245+01:002014-09-15T21:57:23.245+01:00I was talking to our technician today about it, an...I was talking to our technician today about it, and ended up wondering if more of an electronic record would be possible. That might be easier.Helen Rogersonhttps://www.blogger.com/profile/05573666547153531632noreply@blogger.comtag:blogger.com,1999:blog-556994347638967900.post-56065901908985493442014-09-15T21:53:48.230+01:002014-09-15T21:53:48.230+01:00Teach the students to use a lab (log) book to reco...Teach the students to use a lab (log) book to record their measurements, thoughts, improvements etc and include photos if it helps.No need to evidence everything. The evidence is your record of whether they have achieved the competence - at least I hope that will be the pattern.Richardhttps://www.blogger.com/profile/01388675432076912586noreply@blogger.com