Science PD with Susan

-
Today I did a lesson that Susan had already given us to teach. I was going to try and modify it but I decided starting with the basics and working from there was a good idea.


My plan was this:


Science
-WAL about how scientists communicate using diagrams.
-Develop our research and note taking skills.

  • Communicating in science

1:New double page
Date and underline
Me & N, Th, W.

2: Draw an ant, label anything you know. TPS.
Did you learn from each other already?


3: Look at diagrams of ant and add some things to yours. Feel free to do a second drawing if you wish, or add to he one you have already.
(Mention Austin’s butterfly- not first try.)
What did we notice, think or wonder from these pics?
4: Watch the videos and look for the any answers to your questions on notice, think or wonder page.

Collect information to help answer questions.




I decided it was really important to make sure I didn't add more notes than I mornally would either. Go with what I would do everyday (without someone watching) to ensure it was an authentic lesson, the way I would do it.

It went pretty well, although there are some next steps for me.

Sharing ideas with the class. I am putting a lot of pressure on the students to share their ideas with the group. This is taking the importance of the learning away form the lesson and putting it onto the sharing of ideas. I need to make it less confronting so that they can focus on their science learning instead.


I am going to start using the group share and one person report back method more often.

When I am thinking about critical thinking I need to think more about what is useful. I am teaching the students to be less trustful of everything on the internet but I am neglecting the selection of ideas.

Susan also pointed out that vocab I missed using. I know I do focus on vocab but it just shows that with expereince I will pick up more and more.

Something I am doing well: not giving the students any answers, but saying we will find out together.

Here is the thinking model I did on the board:

And  here is some work from two of my target students


This work was minimal in writing but the oral language I got was incredible. He hates videos but loves powtoon.... I wonder what would happen if I gave him the opportunity to transform his knowledge into powtoon next?

And some from another few boys who have trouble staying on task..




So it shows me that giving these boys more time to get thinking on paper they will be far more engaged. 




Comments

Post a Comment

Popular posts from this blog

Student Agency in Goal setting

-
Image
My current improvement goal as a professional has been to assist students better determine their own goals. So far this year we have discussed goals and a few things I had seen as a fail. We made some goal cards, one for reading/writing and maths. Setting our goals at the start of the year and aligning them with things from the Ao's and progressions.   With 3 different types of goals and using the LLI's, then translating to the Asttle marks. It was all a little bit complicated.  I have been thinking about how to better integrate the whole process and make it simpler. Turns out I was already on the right track. As the students are aware that they need to have goals now and we are always discussing next steps- when I asked them (without any prompting or warning that this would be a question) whether they had a literacy or a maths goal. 13 out of 15 could articulate both a literacy and a maths goal that they thought was appropriate for them. The maths goal for all was times tab
Read more

PB4L

-
Mana Atua Matrix Our matrix is effective in that it is referred to often in lessons and changed at least once a week to ensure we are keeping up with the abilities of the students. The matrix is moveable so that we can have it in different places around the room when needed. This means the different lessons/ conversations don't always need to be in the same place, and I can move them around the room, depending on what the students are doing where. Making it more flexible. Classroom environment Ruma Wha is designed with flexible spaces in mind, so the students are able to hide away from noise, work independently (without anyone able to disturb you), work collaboratively, outside, in the shade, in the sun.... basically, how ever they please. The desks help them to ensure they have their own space. A place they can leave their belongings and no one else can touch it. The walls are very helpful for the students to refer to activities and learning we have done previously.
Read more

Assessment: Mindlab

-
Week 25 During Week 1, I shared the action plan with leaders at my school and my students. Week 2 I collected baseline data from my class in terms of giving and receiving feedback, as well as qualitative information on their writing skills. Since Week 1 the classroom culture has been built around supporting learning, as well as the vocab that is necessary for feedback facilitation (what is SC etc).  Week 3 saw the collaborative teacher construction of the format for feedback and the introduction of this format to two groups of students separately. I have not shared my intentions yet with whanau as planned, it is within my job description already that I track data and record lessons for my practice. The only reason I saw to share with these people to have more critical eyes on my teaching and learning.  I do believe in building a supportive learning environment and including parents. Consequently, as Ann Milne suggests, to gain the trust and respect of my communit
Read more