Science planning day - Susan Heeps
What have we been doing in science already?
Sally shared slides she uses with students (inspired by Gaylene's) which explicitly show 8 Science and Engineering Practices.
Susan highlighted importance of keeping the science experiences fairly simple and 'joyful and wonderous' (i.e. not too big and heavy like climate change - this can be pretty depressing and also requires much teacher prior learning.) Remember our main teacher learning at the moment is shifting our dialogic practice.
Suggested we use resources on TKI - i.e. science capabilities (also suggested by Cathie during NZCER workshop).
Looking at Explorify site - e.g. focus on structure and function by using In Your Eyes
Discussion - provacation - Be explicit with students around purpose of discussion/dialogue - 'we've had a discussion, now we know we're not thinking the same - that's why discussion is important...'
What structure do you think these all have? (leading them to eyes). Do we all see things the same way? animals? humans? (glasses etc.) Leading to structure of eye, illusions - tricking eyes.
Be explicit about how our discussion leads to new thinking, ideas, changing the way we see things.
Teacher framing it but student discussion and exploration driving it. Make exploration coherent - bring back to structure function and using 8 science and engineering practices.
When introducing talking tools - be explicit with students about these - why we are using them.
Science planning template. We talked about how our planning will become a good resource/model for other teachers.
Next steps:
- to complete own planning using template.
- share learning and ideas from this session with Isabel (who was absent due to illness).
- to talk with others and discuss how we can best use Susan H's time going forward. Seeing as Alida and Isabel were unable to attend today's session - next time with Susan they could need more time. Whereas Sally and Karli may just want a block or so of time to spark ideas.
Sally shared slides she uses with students (inspired by Gaylene's) which explicitly show 8 Science and Engineering Practices.
Susan highlighted importance of keeping the science experiences fairly simple and 'joyful and wonderous' (i.e. not too big and heavy like climate change - this can be pretty depressing and also requires much teacher prior learning.) Remember our main teacher learning at the moment is shifting our dialogic practice.
Suggested we use resources on TKI - i.e. science capabilities (also suggested by Cathie during NZCER workshop).
Looking at Explorify site - e.g. focus on structure and function by using In Your Eyes
Discussion - provacation - Be explicit with students around purpose of discussion/dialogue - 'we've had a discussion, now we know we're not thinking the same - that's why discussion is important...'
What structure do you think these all have? (leading them to eyes). Do we all see things the same way? animals? humans? (glasses etc.) Leading to structure of eye, illusions - tricking eyes.
Be explicit about how our discussion leads to new thinking, ideas, changing the way we see things.
Teacher framing it but student discussion and exploration driving it. Make exploration coherent - bring back to structure function and using 8 science and engineering practices.
When introducing talking tools - be explicit with students about these - why we are using them.
Science planning template. We talked about how our planning will become a good resource/model for other teachers.
Next steps:
- to complete own planning using template.
- share learning and ideas from this session with Isabel (who was absent due to illness).
- to talk with others and discuss how we can best use Susan H's time going forward. Seeing as Alida and Isabel were unable to attend today's session - next time with Susan they could need more time. Whereas Sally and Karli may just want a block or so of time to spark ideas.
The plan looks a little different from the one we did last year. Looking forward to catching up with Susan. Thanks for sharing the info Gretchen.
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