| Outcome |
Content |
Strategy |
Resources |
Session 1
8.30-9.15 |
Reflection on learning
in Module 1 |
Introduction to the day - reminder of the 3 day outcomes (5 minutes)
In groups of 3, build a concept map using words including: nature of science, curiosity, investigating scientifically, working scientifically, conceptual understandings, investigations, prior knowledge, learning, teaching, assessment, reporting, Overarching Learning Outcomes, Science Learning Outcomes, values, scientific literacy, outcomes, collaborative groups, activities, Student Outcome Statements.
Report back from groups - display. |
Sticky labels with the words printed on them.
Scissors |
| 9.15 - 10.20
Understanding of how student's work provides information on levels of achievement. |
Consistency of judgements on student work samples - investigating scientifically.
Reflection on action task of implementing open investigations. |
In same groups of 3, participants discuss their 2 student work samples with the group, giving background to the task and indicators of level.
(40 minutes) During the discussion, the participant presenting the work sample annotates the sample.
Collect the annotated sample (or at least the best of them). Give out permission slips for completion and return. Suitable work samples to be returned to put on web.
PMI on using open investigations as a strategy for implementing the CIP.
Report back from each group. (25 minutes)
Incorporate into the feedback session a discussion with whole group: What can we learn from the article What is not fair?
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SOS for investigating scientifically
A3 sheet per group
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| 10.20 - 10.30 |
Review of expectation |
Collect their own expectation card from previous meeting. Comment on progress towards meeting expectation on the card. Tick, modify or add new comments.
NOTE: This could be left until after lunch) |
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| Outcome |
Content |
Strategy |
Resources |
Session 2
10.50 - 12.30 |
The meaning of the conceptual strand outcomes |
Whole group discussion of constructing ideas in science (10 minutes) Key points:
- What messages does Dekkers article give?
- Teaching does not equal learning.
- Outcomes describe the learning.
- Conceptual strands are based on conceptual learning.
- Progression draws on research in learning science (constructivism).
In groups of 4, what key words/phrases illustrate levels 1-6 for the conceptual strands. (15 minutes)
Whole group. Call out and discussion.
Develop a generic strand level statement for the conceptual strands. Record this on whiteboard. (Discuss the construction of the outcomes as described in the preamble of the SOS). (10 min)
Represent the progression visually, eg picture, drawing, diagram, flow chart, role play(?)
Record on an overhead. Report back. (30 min)
In groups of four, take one of the acid questions (secondary) or physical change (primary) and write a response (point form) that would illustrate at least three different levels.
Jigsaw (40 minutes) |
Conceptual strand outcomes pasted together to enable viewing of all strands.
Highlighter pens
A4 with preamble for construction of SOS
A3 paper
Felt pens
Questions
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| Outcome |
Content |
Strategy |
Resources |
Session 3
1.15 - 2.30 |
Describing differences in levels of understanding |
Input/whole group discussion: Types of questions to determine understandings - display range of questions (15 min)
Mixed groups (ECE, M/U P, LS)
(Primary only workshops - refer to probing questions)
Select one area that relates to one of the strands. (Could have 2 groups working on the one strand, then share). Include E&B
(eg solutions (N&PM) , magnetism/electricity (E&C), rocks (E&B), the bush (L&L)
Each group to develop:
- questions to determine levels of understanding
- typical responses that would illustrate differences in understandings
...(additional pointers)...Develop in a table: Q / A (45 min)
Whole group - callout (15 min)
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| 2.30 - 3.15 |
Continue describing differences in levels of understandings.
(Possible alternative: Implementation issues.)
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Each group to select another stand to identify questions and levels of student response.
What are the key issues/questions it raises for the teaching/learning cycle?
Record in table:
Teaching / Planning / Assessment / Reporting
Groups of 4: each group to consider one.
Jigsaw. |
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| Outcome |
Content |
Strategy |
Resources |
Session 4
3.15 - 3.30 |
Progress and Future |
Discussion of action task before next module.
What task will you undertake for the next session?
Eg develop item; collect samples of student work; assign a level. Bring 3 copies of tasks and samples of the work of two students.
(Could be several tasks and several samples of the same students work - mini portfolio)
Discussion of intended outcomes for next meeting. |
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