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Wk 3 Activity 2 Tedx Video
Question: How will you approach the work you will do in your classroom in a way that will engage your students with all aspects of the scientific method which mentioned in the TedEd video?
 
 
Relevant to student lives
Practical- link theory to content hands on 
Do prac before theory - stimulus question though, let students discover answer via hands on or research
 
Inquiry based learning checklist:
Pose question - video stimulus, real world situation
Generate hypothesis answer to qu - give examples, class discussion
Develop experimental design testing hypothesis and answering qu (ask students how can we test that - class discussion)
Collect and record data (data page, table)
Observations
Interviews
Research via library and internet
Analyse data (research)
What info means
Relationships
Reasoning 
Reaching conclusions
Compare hypothesis with results 
Think critically 
Share findings - presentation (technology, presentation, jigsaw task)

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Wk 13 What we have learned from this course (video)

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Wk 13 What we have learned from this course (video)

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This video examines the relationships between language, identity and cognition in science learning. Make notes some words/sentences which you think we have covered in this unit. Discuss notes with your group members.

- ask scientific questions, get students to answer - inquiry
- use of scientific language and literacy - use basic terms to develop student scientific language
- self explanation - talking about science concept regularly allows students who understand to show what they know, but majority of students never speak and thus never understand
- teacher need to communicate with students using their language - student give correct responses in their language
- teacher develop their scientific language - check this using formative assessment, ask students to communicate their understanding in their language and scientific language via classwork and class discussion
- give students opportunities to explain their understanding using science language
- develop teacher pedagogical knowledge for student language in curriculum
- ICT use to show language (e.g. science raps) resources.
- learning language it dealing with identity

In my classroom, at the beginning of the unit I get students to complete a glossary, and each lesson I highlight the terms we will be using.

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1. My own life story has helped to identify my role as a science educator / teacher.  My role is to lead and direct the learning of students in whatever capacity they see best fit.  Students are unpredictable in their learning and hence require an individual multi-modal approach to their learning so that they can develop a sound conceptual knowledge that can be applied to the world around them.  My role in this is merely to facilitate this learning so that students are able to individually find their path to developing higher levels of knowledge in Bloom's taxonomy.

2. My identity has changed over the course of this unit, where it originally started out as more of a lecture style approach, this has changed to a more student-based and to an extent student-led learning environment.  I believe that this unit has impacted my views on students ability and learning styles and has changed it dramatically through developing my teacher identity and offering new pedagogies for me to work on.

I've learnt that there is no right way to teach, and that a multi-modal approach is generally the best approach for most concepts.

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Q1. Describe and apply your own personal life story and the relationship this has to your understanding of identity and your role as a science educator/teacher

My mum is a maths teacher and has inspired me to become a teacher (just in a different field). From an early age, I set up a classroom in my toyroom and made all my friends play 'teacher' with me. I have always known I wanted to be a teacher, and my love for science has made this transition easy. Starting my university degree in Science made me think I may not follow my teacher dream and become a Scientist. In my third year I obtained a job as a teacher's aide, which resparked my want to be a teacher.

Being an aide helped me to find my science teacher identity, by always being passionate about what I teach, and I want my students to obtain this passion. I want to always inspire and develop my student's interests in various Science aspects. It is my aim as a teacher to produce the future scientists of Australia and to always provide support and encouragement to my students. I believe all students can learn no matter the learning needs or difficulties, and I will always adapt and accommodate for my students. As a Science teacher, not only am I a Scientist, but also a teacher, in which I keep up to date with Scientific discoveries and new educational theories, and conduct my own investigations into student understanding of science.

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https://drive.google.com/open?id=1s_iUCQFK8KAbpyYgDW0bCddMtZZ4-dRJ6e_G_WhUZFo

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1. What were the specific characteristics/structure of that task that made it effective?
- model
- video explanation
- debate like environment
- out compete component
- real word compounds

2. What approaches have been used by the chemistry teacher to enhance the requirement for higher order thinking/processing in the assessment task?
- research based
- prepare before
- create model and video

3. Considering the approach taken in designing the assessment task, how long do you think it would take for the task to be completed?
- Weeks

4. For an assessment task that takes more than two to three periods to complete, what would you include in the task documentation to support students to remain organised throughout the task?
- constant scaffolding
- feedback
- questionnaire weekly to check in where they are up to
- first in best dressed compound choice

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1. Speech with presentation / verbal assessment / Exit slips / online multiple choice quiz.
2. Literacy, presentation skills, summary skills in regards to presentation.  Factual knowledge, conceptual knowledge and foundation knowledge on a particular subject relating to the syllabus.
3. We were assessed by our teachers, peers, self and computers.
4. Assessment outside of formal examination conditions create a learning environment which has less pressure, and therefore will produce a more positive result from the students.

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https://drive.google.com/open?id=1GinrzrD5zlnL_FLzDzFeaCxwl1n_gOvG

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First and foremost a teacher has the role of duty of care in the science classroom.  A science teacher in the science classroom understands the full scope of risks associated with undertaking practical learning in the classroom environment.  A science teacher is also able to minimise and prevent certain risks as well as respond quickly to any incidents that occur.

Teachers are also responsible for directing learning for the students.  It is an important responsibility to be able to know the correct information and prevent students learning misinformation.

Teachers are able to direct students to create a further, deeper more conceptual knowledge of a particular topic.  While content can be delivered by anyone, it is a teachers integral role of teachers to be able to differentiate as well as direct questioning from students.

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Questions:

Q1 What are the things (he said) about educational research that all of you agree?

- the way he described student learning.
- that animation and words and images work together to help students to develop understanding
- how learning is limited by the students, as learning occurs in their head.
- how there isn't one correct way to teach, that multiple mediums work together.

Q2 What are the things (he said) about educational research that may not be conclusive?

- generalisations regarding overall student ability, achievement and motivation levels.
- no mention of catering for different levels of learning - differentiation and catering for student learning needs

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Q1. Reflect on you own identity as a science teacher?
Currently I see myself as a Science teacher in training. I am not yet equal among the staff on my prac as I am still learning and designing my own teaching style. I am making mistakes and learning from them. I also see myself as an active learner very passionate to be the best science teacher I can be.

Q2. As a teacher what role will you play in identity verification in your students? How will they affect own identity verification?

Teachers promote equality of students letting them be aware that they are all equal learners and all have the ability to learn. Teachers also individualise students based on their own culture making them feel special. Teachers link content to students interests and culture to validate student identity.

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Q1. what formative assessment technique/s would you use for each phase of the 5 Es?

Engage- intro diagnostic quiz
Explore- ask students what they found out from their investigation/ research
Explain- class discussion
Elaborate- one on one discussion
Evaluate- exit slip

Q2. what formative assessment technique may help you to monitor students’ conceptual understanding stages or explanatory modeling process?
diagnostic test beginning, throughout at multiple points and at end.

Q3. How will you provide high quality feedback based on assessment technique/s you have chosen to use to assist students in their learning challenges?
- comments
- conversation feed

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1. Reflection regarding data logger

Great tool to use for complex fast experiments. Allows students to determine stats and compare multiple sets of data.
Makes experiments easier.
Less skills base - suitable for stage 6 not stage 4 & 5
Easy to learn.
Incorporate 20 min of intro (assume working scientific knowledge)

1. Think of activities that could utilize the datalogger (https://www.scientrific.com.au/page.php?pg=59)

Rates of reaction, pH calculation of river water (depth study), conductivity, light absorption, detect gases

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1. How does modelling help you to understand students’ conceptual development?

Different types of models help students to realise scientific conceptions as well as develop further questions. Models can always be added to or eliminated based on conceptual understanding.

1. How does modelling help you to design inquiry based teaching?

A model could be the engagement for the students in which they have to undergo independent learning to comprehend the model, OR students develop their own model to explain their understanding.

1. How does modelling help you to understand your students’ learning better?

Shows how they think and make links between concepts to make an overall conceptual. Teacher can intercept and correct student understanding based on their model.

How can you make sure individual students learn concepts properly?
By creating their own individualised models, after multiple feedback and assessment.

What are your strategies to include diverse students (academically low ability students, non-native English speakers, etc) in your classroom?
Models with symbols help students to visualise and demonstrate their own understanding. Physical models also engage students again to show their own understanding and to communicate ideas.

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Dissection reflection:

Task 1: How would you use this activity for an inquiry lesson?

What will you do before and after dissection activity?

Before talk about different animal eyes, talk about concave convex lenses link to glasses.
After- present findings, communicate.

Provide inquiry questions and general outline of activities

Task 2: How will you integrate biology and physics for stage 4 and 5 students?
lenses, light and photons, waves, how light travels through the eye, reversal of image via focal point, rods cones on retina, reflection.

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using program builder

It was amazing it was so organised. I will be using this in the future

creating criteria

It was helpful to discuss as a class as there were elements I forgot. It was very helpful and insightful meshing together all the aspects of teaching.

providing feedback

Great practice of marking and providing helpful feedback but also positives.

reviewing feedback

Haven't received any yet.

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Predict:
1. what will happen when I cover the lighted candle with a beaker?
Candle will burn O2 causing more gaseous space available allowing water to go up beaker.

2. What if we add one more candle, what will happen in the beaker?
Result is accelerated.

Prediction was observed, with water droplets via condensation.

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Share any ideas of:

1) before dissection activities,

Discuss relevant parts of eye, and role of eye, and learn how to dissect eye.

2) including diverse groups of students

Low ability- just locate lens and cornea and roles describe
Moderate ability- above and retina, iris and optic nerve and roles describe
High ability- above and fattiest eye to make more difficult.

3) after dissection activities

Discuss how parts of eye work together to make sight

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Cows Eye lab - Inquiry based learning lesson

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Cows Eye lab - Inquiry based learning lesson

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Question - Show the different parts of the eye via a dissection.
Evidence- research parts of the eye in real life, research how to dissect eye
Explain - show parts of eyes by using pointer and take pictures, upload to padlet.
Connections - show relevant parts of the eyes that are used in sight, place on padlet
Communicate- present padlet to class via a discussion

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Elyse Finished her Dissection and is Happy

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Elyse Finished her Dissection and is Happy

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Link to the Program Builder Activity for Week 4.

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Link to the Program Builder Activity for Week 4.

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https://pb.bos.nsw.edu.au/units/9363481/s/41BDAA69-C890-4096-A419CDB6FB60F4B6

Correct one :
https://drive.google.com/drive/u/0/folders/10dc9WuJ_pi4EfvHBNsGDx2oX7NyjtyIH

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Professor Paul Black Peer Assessment video - why is it important?

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Professor Paul Black Peer Assessment video - why is it important?

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Comparison of work create clear guideline

Self-assertion

More students get involved led to challenge

More powerful than self assessment

Make a change in the involvement in their learning

allow students to reassess their work

create clear criteria

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Beaker
Predict - same direction
Observe - flipped sideways 180 degrees
Explain- (using light box) water and glass act as medium for both concave and convex lenses, in which we see past the focal point which is the opposite.

Volumetric flask
Predict - 🤬 180 degrees in direction
Observe - as above
Explain- (using light box) water and glass act as medium for both concave and convex lenses, in which we see past the focal point which is the opposite.

Note - closer to the beaker we get the closer to the focal point and the arrow stays the same.

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Program evaluation :

Pre-planning effective - program adapative and pragmatic

T & L strategies were effectively implemented

I was able to generate a sense of purpose for students

High level of student participation was achieved

My questioning was clear concise and highly logically sequenced

Differentiation levels were catered for and used in an effective way high and low also types of learning

Students were interested

Marking criteria was appropriate and assessment for of and as learning

Instructions were clear and concise and understood

Literacy and numeracy

Were outcomes met

Time frame

Cultural consideration

Pedagogical techniques

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Engage- vinegar and bicarb experiment- made observations, questions made by teacher via peer discussion- video- set task

Explore- design and build race car, set time - discuss as class barriers allow for solution discussion- teacher walks around to engage and ensure understanding.

Explain-

Build resilience- scientific process, fail to succeed

Find out why things didn't work and come up with solutions as to how it could work via collaboration.

Elaborate/ Evaluate- decide whether design is best based on theory.

Evaluate- on their design and the science behind it and decide if other design is best and why, support it with theory.

Question - build a car in which a chemical reaction can make it move - Teacher driven

Evidence - build car, find limitations of building car, look at reaction and think about how it can make a car move- teacher centred

Explanation - explain why limitations occur with design and how to overcome it by class discussion, collaboration, teacher guidance- teacher centred

Connections- not there

Communication- not seen in video (despite being show that some of the cars worked- assume class discusses their designs and success).

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Solid, Liquid and Gas Inquiry
1. Question
Accept given qu (teacher centred)
2. Evidence
are directed to collect certain data - able to choose own equipment (teacher guided)
3. Explanation
Are guided in process of formulating explanation from evidence (teacher guided)
4. Connections
Are given possible connections (teacher driven) or if prior knowledge (student centred)
5. Communication
Form reasonable and logical argument to communicate explanations (Student centred)

Note: Teacher walks around to groups to check understanding.

We are more comfortable with this approach to inquiry learning as it satisfies all NSES features of science as inquiry and starts of teacher centred then guided to student centred

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Question: How will you approach the work you will do in your classroom in a way that will engage your students with all aspects of the scientific method which mentioned in the TedEd video?

Relevant to student lives

Practical- link theory to content hands on

Do prac before theory - stimulus question though, let students discover answer via hands on or research

Inquiry based learning checklist:

1. Pose question - video stimulus, real world situation

2. Generate hypothesis answer to qu - give examples, class discussion

3. Develop experimental design testing hypothesis and answering qu (ask students how can we test that - class discussion)

4. Collect and record data (data page, table)

5. Observations

6. Interviews

7. Research via library and internet

8. Analyse data (research)

9. What info means

10. Relationships

11. Reasoning

12. Reaching conclusions

13. Compare hypothesis with results

14. Think critically

15. Share findings - presentation (technology, presentation, jigsaw task)

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1. Pre-activity: Which of these examples would you locate within science?

Activity 3 contains various aspects within the nature of science. This includes both scientifically knowledge and scientific skills.

2. Pre- -activity: How would you make that decision?

The example uses scientific knowledge to generate a theory, and then the theory is being challenged. This includes both scientifically knowledge and scientific skills.

3. Post activity: Use your understanding of the concept of NOS and decide which of these examples can be locate within science.

Example 3 is located within science, as the original theory was made using the empirical nature of scientific knowledge via observation. The theory was then challenged due to subjective views, and investigated using scientific inquiry, set to challenge or disprove the theory by obtaining new evidence due to advancement in technology.
Original Paper was not peer reviewed. Therefore a critical aspect of the Nature of Science which contributes so heavily to the publishing of correct information was missed.

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https://docs.google.com/document/d/1mSd22WpJLofVIUDshOtpliKq7obj4_sJW01lLmZEi0s/edit

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Use this concept to develop ideas about genetic dominance and recessive.
Make it a prac after theory has been learnt to link theory to relevant life for the student

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1. Two animals, larger footprints get further apart earlier then the second animal suggesting a chase, then the clump of footprints suggests a struggle and one animal prevails and walks away.

2. Year and 11 and 12 will undergo experimentation based on observation and thus infer their results.

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Wk 2 Observation and Inference (Joshua and Elyse)

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Wk 2 Observation and Inference (Joshua and Elyse)

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1. The figures highlight 2 different species of animals coming together.  In figure 2 the animals meet and the footprints are in a random pattern in a small area.  The third figure shows only one animal walking away.  This could indicate several different things.  One of which could be that a smaller baby animal has jumped into the mother's pouch.  Hence only one pair of footprints has been observed leaving the site of potential conflict.  Also no signs of struggle on the feet indicate that the confrontation was peaceful.
2. In year 11 and year 12. Students will be also tasked with replicating these results with their theories.

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3. Scientists produce scientific knowledge. Do you think this knowledge may change
in the future? Explain your answer and give an example.

Yes we believe knowledge can change overtime with the introduction of new technology to confirm or challenge past theories.
E.g. Thalidomide disaster and the discovery of handness stereoisomers.

Measured NOS:
Science is forever changing with the introduction of new technology to test theory and ideas.

8. Is there a difference between a scientific theory and a scientific law? Illustrate your
answer with an example.

Yes, a law is proven in every single case e.g. Newton's Law of Gravity where as a theory is speculation based on evidence, but can or may be dis-proven. E.g Theory of evolution.

Theory seeks to explain why.
Law is from observation, statement. (different starting point)

Measured NOS:
That theories and laws are supported through data and evidence acquired through observation.

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The learning of concepts and theories of the physical and natural elements of the world informed through practical experience by observation and experimentation.

Experience:
Positive teacher enthusiasm made science enjoyable

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How did Mariappan develop his identity? Use the Identity theory/terms we have discussed earlier.

Mariappan first saw his role as a teacher by providing what was required of him by his employers (identity verification), as he progressed through he noticed something was missing (emotional experience). He developed his identity, by better preparing himself for his students and developing ways in which they learn.

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1. As a 10 year old I was an active go getting child. Who was an avid hard worker and liked to achieve my goals.

2. At this moment I am not very active but still very goal centered.  Will push myself to achieve and be the best.

3. In 10 years time I want to be regarded as the best in my field.  Pushing myself even harder and further to be at the forefront of science education.

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NASA Website Evaluation completed by Elyse and Josh.

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Answer the questions below with one-two sentence(s).

1. How would you describe who you were when you were 10 years old?

I was 12 years old, beginning high school, very afraid of the unknown yet excited. I had various dreams and a lot of innocence. I had the dream to be a teacher.

1. How would you describe who you are at this moment?

I am a University student studying science education. I and eager to begin my teaching career.

1. How would you describe who you want to be in 10 years’ time and how would you like to change over time period?

In 10 years I hope to be a Leader of Science learning in a school, with a leadership position. I hope to be a great science teacher incorporating all the skills and pedagogical techniques I learnt at University. I hope my knowledge has grown and I have become more wise. I hope to be adaptive and flexible, balancing both work and personal life.