| Outcome |
Content |
Strategy |
Resources |
Session 1
8.30 - 8.45 |
Introduction |
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| 8.45 - 10.30 |
Sharing action task information |
Groups of 5-6. Groups arranged according to the strands from which the participants collected samples of student work.
Give participants the discussion questions for the end of the session. Groups to record comments relating to the questions during the discussion.
Share tasks and samples of student work. Each to describe:
Context of the task;
Level indicated and why.
Take each sample in turn and come to a consensus on level indicated.
Discussion on making judgements.
- What did you do differently?
- To make a valid judgement, we need to..?
Group discussion. Feedback.
Summary as whole group.
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Collected work from the schools.
Questions for discussion on A4 sheet |
Back to the Top
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| Outcome |
Content |
Strategy |
Resources |
| Session 2
10.50-11.55 |
Introduction: (5 min)
Learning preferences and Multiple Intelligences. (20 min)
Cooperative learning (20 min)
Constructivism (20 min)
|
Input:
In planning, need to consider how students learn. Three key features to consider are: Multiple intelligences; cooperative learning; constructivism.
Test for Multiple Intelligences. H/O Multiple Intelligences test sheet.
Collate individuals first 2 preferences onto an overhead.
Hand out summary of meaning of preferences.
Whole group discussion:
Science is for all children. Need to cater for all learning preferences. Often teaching reflects own preferences. Discuss learning styles and intelligences.
Video: Gardner (5 minutes)
Input: Quote fro WS p19 on O/H
Principles for effective cooperative groups. (Kagan)
H/O Cooperative Learning activity. In pairs, complete the activity.
Callout and discussion on importance of cooperative group work (O/H)
Activity: children's ideas about electricity
Led, whole group discussion about ideas and how it effects teaching; difficulties in deconstruction.
5 E's as a model (Ref p 7,8 WS)
|
Sheet of references:
To find out more
Test sheet of
Multiple Intelligences
Summary of meaning of preferences.
H/O of Kagan's Cooperative Learning.
Battery, bulb, wires
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| 11.55-12.30 |
Connecting learning theory to Principles |
Jigsaw:
Using CF Principles of teaching, learning and assessment. Each group to take some (3/4 depending on size of group) of the principles of t,l and a.
How do the learning theories connect with the Principles? (Primary teachers relate these to PI). Describe a strategy that supports each. Where has this been used in the leaders modules?
Reference: stories 3,4 from Curriculum Council's Getting Started. |
Principles sheet:
three columns - principles/strategy/
reflection on use in LS
|
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| Outcome |
Content |
Strategy |
Resources |
| Session 3
1.15 - 2.30 |
Planning a unit of work |
Small groups:
What do we need to take account of in planning a unit of work in science? (15 minutes)
Callout and cluster: what learning?, How it is learnt? How do we know?
Hand out summary sheet.
Group work
Groups A: Teachers using PI
Use the planning guide to add modifications to PI to incorporate ideas.
Groups B: Teachers using alternative resources
Design a planning framework.
During discussion, distribute 3 different models (without detail) as exemplars/ideas.
Show and tell. Comments.
Give a copy to the District Officer for distribution later.
|
A3 paper
W/Board and pens.
Summary of considerations.
PI planning model
PI books
Links document
Planning model exemplars
(3 categories with explanation of ton of the type/starting point) |
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| Outcome |
Content |
Strategy |
Resources |
| Session 4
2.30 - 3.15 |
Further needs |
What are you going to do now?
Effective ways to lead the implementation of science outcomes in your school.
Identify needs |
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| 3.15 - 3.30 |
Evaluation |
Evaluation of the 3 modules
Journal entries
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Evaluation sheet |
