Science PD w Susan
Susan always leaves me with much to think about.
I was able to spend time in a couple of classes with Susan. I notice how she brings the core science ideas/principles to the fore in an engaging way. I like how the scientific vocab is used, and the children are 'exposed' to these words - but not explicitly taught nor are the children expected to regurgitate.
It was awesome to see the children making connections and considering how they might explore further.
I appreciate having moments with Susan to pick her brain and build connections with other areas of professional learning i.e. Mantle of the Expert and Developing in Digital Worlds. I'm noticing some themes being echoed across my learning, for example 'tensions' in learning and that this is where the learning really happens, the importance of prioritising talk.
Susan has talked to us about the importance of keeping the science 'pure' at this stage in our learning - not attempting to integrate. We're keeping a focus on and prioritising science (and not STEM activities).
At our staff meeting we looked at the questions in NZCER's Science Engagement Survey (for students). We discussed some more confronting questions, one being 'is your teacher interested in your questions?' These surveys are important - how do our students perceive things? This is a most important measure. We noticed repeated mention of the word 'play' and Susan talked about the students 'playing in experiences'. (We are being careful with our terminology - our students are having science experiences - not experiments - unless of course it is an experiment!)
Part of our meeting was sharing what science experiences the students have had in classes so far - it is fabulous to see how much science is happening at our school and how our teachers are running with things. The strengthening tuakana teina relationships and collaboration amongst students and staff is exciting to see also.
I was able to spend time in a couple of classes with Susan. I notice how she brings the core science ideas/principles to the fore in an engaging way. I like how the scientific vocab is used, and the children are 'exposed' to these words - but not explicitly taught nor are the children expected to regurgitate.
It was awesome to see the children making connections and considering how they might explore further.
I appreciate having moments with Susan to pick her brain and build connections with other areas of professional learning i.e. Mantle of the Expert and Developing in Digital Worlds. I'm noticing some themes being echoed across my learning, for example 'tensions' in learning and that this is where the learning really happens, the importance of prioritising talk.
Susan has talked to us about the importance of keeping the science 'pure' at this stage in our learning - not attempting to integrate. We're keeping a focus on and prioritising science (and not STEM activities).
At our staff meeting we looked at the questions in NZCER's Science Engagement Survey (for students). We discussed some more confronting questions, one being 'is your teacher interested in your questions?' These surveys are important - how do our students perceive things? This is a most important measure. We noticed repeated mention of the word 'play' and Susan talked about the students 'playing in experiences'. (We are being careful with our terminology - our students are having science experiences - not experiments - unless of course it is an experiment!)
Part of our meeting was sharing what science experiences the students have had in classes so far - it is fabulous to see how much science is happening at our school and how our teachers are running with things. The strengthening tuakana teina relationships and collaboration amongst students and staff is exciting to see also.
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