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Verified Verity
Rambunctious Roza
Useful Jorgen (Group Leader)
Awful-at-being-on-time Amalina
Mild Matt

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1. We love science! Most of us have undergraduate degrees in science and are doing graduate entry.
2. We love (and have experience with) working with children

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1. No talking when teacher is talking
2. No food and drinks
3. Be punctual

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- Communication
- Collaboration
- Transparency
- Enthusiasm & involvement
- Mutual respect

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·       Passionate

·       Engaging

·       Active listener

·       Confident

·       Knowledgeable

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Not just content:
-          Scientific language

-          Scientific method

-          Groupwork & social skills – interpersonal skills

-          Scientific safety

-          Ethics

-          Numeracy and literacy

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- Prac focused
- Use other resources and technologies

- First hand demonstrations

- Various environments – out of the classroom
- Active learning
- Groupwork and collaboration

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Teaching needs to be complex and not restricted to academic:
- Encompass different styles of learning - inclusive education, ensuring all students are catered for.
- Different technologies & resource types to show students of the progression of science and frontiers in technology in an educational context
- Focus on first-hand demonstrations to give the learner and active role in their learning
- Collaborative learning to introduce social skills

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1. Nature of science - Science is dynamic
2. Skills - Studying science include inquiry-based learning and evidence-based learning
3. What is science? Science answers questions about the physical and technological world
4. Values and attitudes - Understanding of science and its context in our lives gives a basis for students to make reasoned and evidence based future decisions

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Objective of student’s learning – what they have achieved and what they can demonstrate after

Provide knowledge, skills, understanding, values and attitudes essential for all students

Provide purpose to the curriculum

Values & attitudes:
- develop system of personal values based on science
- integrate science into everyday life
- consider both sides of scientific argument
- consider moral and ethical considerations in scientific manner
- recognise the importance and relevance of science and technology in their lives now and for their future

Skills:
- Ability to Work Scientifically
- Inquiry-based learning
- Critical-thinking
- Collaborative learning
- Evidence-based learning
- Scientific language and conventions
Knowledge:
- Understand (interpret and analyse) syllabus content
- Relationship between natural environment and physical world, earth and space, and living world
- Understanding the made environment through Built Environments, Information and Products

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ACARA General Capabilities and 21st Century Skills

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ACARA General Capabilities and 21st Century Skills

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·       General capabilities overlap and incorporate 21st Century skills.

·       Provide a more well-rounded approach to education.

·       Everyday situations can become a chance to learn, and learning can assist in tackling everyday situations.

·       Produces well-rounded citizens who are better equipped to respond to the challenges of 21st Century living

·       “Literacy, numeracy, ICT capability” general capabilities incorporate cognitive skills

·       “Personal and social capability, ethical understanding, and intercultural” general capabilities incorporates both intrapersonal and interpersonal skills

·       Working in heterogenous groups, autonomously and using tools interactively

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Teaching strategies that address General Capabilities

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Teaching strategies that address General Capabilities

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1. Critical and creative thinking:

·         Setting out research tasks and first-hand investigations to encourage problem-based learning

·         Discussions and brainstorming activities

·         Allow a chance for lateral thinking
·         Practical activities that facilitate problem solving

2. Ethical understanding:

·       Design codes of practice for first-hand investigations

·       Explanation for each code of conduct.

·       Explaining Plagiarism and Intellectual property as part of academic writing
·         Discuss real world ethical issues in science

3. Personal and social capability:

Personal:

- First-hand and kinaesthetic learning – practicals and experiments
- Individual tasks to promote personal learning capabilities

Social:

- Group work and group assignments - group and class presentations
- Teacher-guided whole class discussions to promote open discourse with peers

- Attitudes toward group thinking: Never discount multiple-intelligence

4. Intercultural understanding

·       Encouraging students to work with different individuals

·       Visit from Indigenous Elder from their Community regarding scientific content and sustainability

5.  ICT Capabilities

·       Using technological 🤬 in the classroom – e.g. animations, videos, simulations, games, polls

·       Communicating and sharing information to students online – e.g. Moodle, Google Drive, Dropbox, Padlet. Value of non-social media forms of communication = less distracting.

·       Engaging students through collaborative learning - Peerwise
·         Teach house to use computer and databases for research

6. Literacy

·       Using a variety of modes and media to understand variety of texts – e.g. using diagrams, flowcharts, tables and graphs to illustrate that different text types demonstrate different information

·       Incorporating scientific language, and assisting this development (definitions and deconstruction of technical terms, creating glossaries and charts

7. Numeracy:

·       Practical measurement and data collection

·       Data analysis and assessing accuracy, reliability and validity to demonstrate significant data

·       Data presentation in several ways

·       Statistical analysis of data
·       Revise fundamental mathematical skills required for content

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- Provides skeleton of content and outcomes
- Puts together in context
- Suggests how to combine them - streams/continuum of learning
- Addresses specific unions of the two that aren't specified in syllabus - e.g. student research project, 50% hands-on activities

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Positive:

Good understanding of content and clarity in explanations. Able to work with student answers rather than correct.

Relating classification to real world: Getting students to think about organisation of things, and relating the need for organisation of things to everyday life

Hands on approach in involving students in constructing knowledge

Transition from teacher led to student led learning – when splitting up pictures

Group work – students learnt from each other

Negative:

Pace – spoke too fast and didn’t leave enough breaks between concepts

Pushing on during distractions

Lack of reinforcement of scientific language - students couldnt remember the words at the end of the lesson and failed the summative assessment

Poor closure

Ran out of time - too much content

Interesting:
- Group dynamics when doing group work
- How skills-based my learning outcome was
- How difficult it was to transform learning by doing into words

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Positive- Thorough content knowledge, checked the prior misconceptions, assessed previous knowledge, the activity planned

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Positive- Thorough content knowledge, checked the prior misconceptions, assessed previous knowledge, the activity planned

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Negative:
The actual delivery of the lesson, more teacher centered, not enough interaction with the students.

Interesting- I didn't engage as much as i thought when i prepared the lesson

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Positive: I believe that I had a strong enough grasp on the content   being taught allowing that aspect of my lesson to be effective

Negative:

Poor time management leading to a lot of content being packed into a short period of time

Low level of assessment/student involvement.

low level of Confidence level led to lesson not being delivered exactly as planned

Interesting:

Planning out a lesson that teaches students about atoms can lead be difficult due to it being so detached from the student's day to day lives.

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Positive:
- Good level of understanding on my part allowed for concise explanation.
- Image of diagram assessment was good for understanding but also for future resource to look back on.
- Short simple explanation

Negative:
- Could have used models or more images of atom to engage and aid understanding.
- Could have asked the students if they had any questions for me or points of confusions in the explanation.
- Should have used more assessments.
- Went too quickly through the lesson.

Interesting:
Explaining a more abstract concept like what an atom is to people who have never heard of it was challenging because we cant see it, we have to imagine it or use diagrams/models. I found it a little hard to come up with a definition that was simple and made sense at the students education level.

One aspect:
With abstract concepts like an atom and its composition use of models/images/animations are essential to aid in the understanding of the concept. Although i did use an image I think multiple and/or a physical model that students could use to visualise it in 3D space would have had a much more effective impact on their understanding. This with an explanation on scale as to not confuse the size of the actual atom would have really improved the overall micro-teaching lesson.

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- One issue I found with my lesson was that students couldn't remember the scientific language (i.e. failed to reorder the hierarchies of the Linnean classification system).
- This could be because the words were not reinforced enough during the lesson, too much focus on the usage of skills, and too much content which diluted the information required for the summative assessment.
- If I were to do it again, I would reduce content delivered in that time to ensure a more streamlined approach of delivery. I would also reinforce the scientific language and focus on describing and breaking down the words so students have a clear understanding of them. I would also display the words on the board and give time for students to write the words down, so they can learn the words visually and kinaesthetically. I would also try to match the content in my summative assessments to diagnostic and formative assessment to help memorising the words through repetition.

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Positive:
State the aim for the lesson.
Using experiment to support the concept.

Negative:
should have more students base learning.
Time management. Cannot control well the time and deliver the most important concept to students.

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Content knowledge was thorough.
Negative
Did not explore brief methods to assess.
Interesting
Time can go very fast.
Reflection
Need to weave several things and practice saying and doing them

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I definitely need to practice/rehearse more on the actual delivery. During preparation of the lesson, I made lots of assumptions of how am i going to present.

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I definitely need to practice/rehearse more on the actual delivery. During preparation of the lesson, I made lots of assumptions of how am i going to present.

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The atom is very minute in comparison with the everyday world that students interact with, as such it can be difficult for somebody who is new to the concept with grasp. In science we use models to help represent concepts and the atom is no exception. I used the bohr model of the atom in my lesson which I intended to help students understand the atom at the level which they needed to know.

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- 21st century skills
- Essential for learning
- Critical and creative thinking are not interchangeable, but closely linked
- Critical thinking: argue, evidence-based conclusions, reasoning and problem-solving
- Creative thinking: creating new ideas, seeking other solutions, alternative explanations, showing information using different media
- Links: concept formation (compare, contrast and classify) & concept learning (concrete & abstract)
- Involve cognitive and metacognitive processes

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- Inquiring,

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-Thinking about thinking.
-Answering a question with a question

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Critical thinking involves students learning to make a cohesive well reasoned argument based on evidence.

Creative thinking is the ability to generate new ideas and concepts in new environments and contexts.

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Generate and apply new concepts/theories

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Require students to have a higher thinking level.

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Traditional

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Socratic

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Antibiotics are only necessary for bacterial infections. Jane doesn't know if she has a bacterial infection, she might have a viral infection.
Jane should go to the doctor to diagnose what type of cold she has, and treat herself accordingly.
Given the problem with antibiotic resistance, she should not take antibiotics unnecessarily.

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Technical skills & knowledge -

Data representation & interpretation:
- Graphs, tables, scales

Understand units of measurement - e.g. volume & water displacement

Applying formulas to collect measurements

Calculating means and understanding why

Statistical analysis

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Applying numeracy practically to solve real world / authentic problems:

Giving examples of how to apply numeracy to working scientifically:

- Problem solving skills in designing experiments - understanding what independent and dependent variables need to be collected.

- Using numeracy to measure quantities when preparing experiments or collecting data - e.g. when preparing solutions, population abundances

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Helpful:
- Hands on
- Visualising and experiencing mathematics
- Associating experiences with concept rather than just interpreting a formula
- Linear layout

Improvements:
- Add other real world applications of needing to determine density
- Add scientific report
- More predictions
- Extend to states of matter
- Differentiation - float vs sink when introducing density for low level class; temperature differentiation for high performing class

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ES3
Ethical issue -
- Climate change & global warming
- is it our responsibility?
- does it affect some groups more than others?

Decision making on contemporary scientific issues
- Consideration of different ethical values from different people/stakeholders = FAIRNESS

Strategies:
- Debates: Arguing for other people's perspectives

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Why does stem-cell research raise ethical considerations?
- Classrooms are diverse
- Challenges people's personal belief systems/religious issues regarding when human life begins (equates stem cell research to abortion)
- Alternate opinion: More unethical to not participate in stem cell research which could help so many other people

How has the discovery of iPS cells
affected discussion of the issue?
- Provides alternative to using 'human' cells
- Allows medical research to continue