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https://drive.google.com/open?id=1qOo0JnRRmqnmDzWuLw0M7rHtubbtNGn3

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https://docs.google.com/document/d/17RxG6HRpaz6VRKjUxmLwU3lbS51ztyncOU93wRATjqA/edit?usp=sharing

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Just Josh
Chilled Cameron
Sedentary Sarah

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1. Creativity/spontaneity, and the ability to improvise on lessons
2. Classroom management & behavioural management plan
3. Inquiry-based learning within our lessons

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1. all did undergrad maths
2. we all teach physics
3. all game of thrones fans

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make good returns on time investment. ie. respect each others time

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1. great group, we're the dream team so were completely engaged 100%
2. learnt that padlet is an inefficient online tool. much better to use pen & paper
didnt use most of the features because they weren't explained
3. can't improve, already the best
4. great group, but the activity was boring and not useful. a whole class discussion may have been more useful

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We cohered well last week, getting to know each other and making good acquaintances. We also shared contributions to complete the task given to us.

We learnt that Padlet works well to share ideas, where links and text assists our idea sharing in a stylish way.

This helped us present our ideas in ways that made it enjoyable to read, and presented information systematically.

We however need more goals and direction to ensure that we stayed on topic. We digressed too much, and although we had fun, we could have been more time efficient.

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1. Were your group member fully engaged?

Once we knew what we were doing, we gained momentum and finished the task quickly.

2. Which of various Padlet functions did you learn about?

Adding comments, columns, changing the background, adding links and uploads.

3. What functions were used (or were not used) by your group?

Draw, and map, weren't used. But they seem cool!

4. How can you improve your collaborative group discussion?

I think having discussion points is a great way to guide discussion. We found that we digressed and went off topic when we didn't have clear goals for our discussions.

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1. How can you enhance inquiry in science learning?

2. How can you guide students to a more independent inquiry practice?

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1. Select two websites that your group is interested in:
sciencebydoing.edu.au
abc.net.au/science/surfingscientist

2. Post your position statement with reasons justifying your position, evidence, critique of your opposing argument involving evaluations, counter argument, etc.

3. When you post your discussion, label it (my opinion, agree, disagree, question, response)

4. Summarise your discussion and choose a website.

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1. How can you enhance inquiry in science learning?

(Opinion with evidence)

Inquiry based learning in science can be greatly enhanced by enabling student discovery and learning through practical experiments and inquiry based tasks. Both the example videos showed task of different magnitudes and content but with similar structures and goals. In both cases the teacher acted as an enabler for student knowledge and learning, guiding and scaffolding the lesson stages to ensure that students had the support they needed to discover the understanding for themselves.

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2. How can you guide students to a more independent inquiry practice?

(Opinion)

I don't think that having students complete independent inquiry tasks is the most useful. I think inquiry tasks can be more effective when completed in pairs or groups, not only does this help the teacher manage and scaffold the lesson better, but it enables the students a platform (their group) in which to share ideas, confirm or change their understanding and then learn as a result. Individual inquiry tasks can be frustrating due to students feeling isolated when they encounter a problem during the task. By utilising groups, students can use their collective knowledge to solve a problem (of course there is the worry that one student will carry the others)

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1. How can you enhance inquiry in science learning?

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1. How can you enhance inquiry in science learning?

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As Josh has stated above, utilizing a group investigation to discover learning can be quite an effective tool for both the student learning and the teacher teaching. However, I believe that relevance is another important issue to include within these lessons. Both of the videos applied a real world 'problem', where; first was on the effectiveness of design, second was on properties of tangible objects.

I believe that these lessons are ripe for investigation, as they naturally lead to discovering what works and what does not. However, some concepts can be a little bit more abstract, such as Stage 5 Living World with understanding how (a)biotic factors influence life. Trying to find a relevant activity that they can investigate can be difficult.

Creativity ultimately is what is needed to enhance inquiry based learning. It helps find better links between the knowledge you desire the students to attain, and the real life and hands on applications of the knowledge.

Both of the videos seem creative, however if that was the only style of lessons that were taught in their classes, there would be too much emphasis on either type of the lesson. Either the enjoyment of the activity (first video), or the knowledge acquired in the activity (second video) is focused while the other is sacrificed. Such that making bottle cars is enjoyable, but what information do students gain from this if this was all of their lessons? Likewise, the second video turns into a new version of a worksheet if done for all lessons, and will quickly become boring sheet work if done for all lessons.

From this, I believe that creativity is required for these lessons. Knowing the balance of fun and work while students perform activities is crucial. A creative science teacher would know what activities are needed, and would be able to create their own activities when needed.

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2. How can you guide students to a more independent inquiry practice?

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2. How can you guide students to a more independent inquiry practice?

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I believe that to start on the mindset of independent inquiry based learning, it should start from doing IBL in groups. From this, groups can be made smaller. This would promote more independence from the other group members.

Such that, in a group of 5: each member contributes on average 20% of the work required. It would take 5 activities before each member has on average performed a complete task individually. However, having groups of 2 would have 50% contribution of each member (on average), thus only 2 activities are needed.

Practice makes perfect in most scenarios. Learning to investigate also follows this principle. Despite several view points are lost during the reduction of group members, each member then is able to contribute more. Independent work is a goal that student's should achieve. With traditional mindsets on learning, students may not be innately attuned to investigating by themselves. However I believe that group work is a good key to work towards this goal.

With enough practice, all students should be able to perform inquiry investigations by themselves.

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1. How can you enhance inquiry in science learning?

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1. How can you enhance inquiry in science learning?

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As Josh mentioned, it's really important for the teacher to facilitate and not "instruct", in an inquiry-based session. In my classroom, I will make sure that I don't jump in when students are struggling with something, but instead encourage exploration.

Getting students curious is easy, but ensuring that the inquiry tasks they are doing are relevant to the curriculum, and appropriately structured to incorporate all the 5Es is more challenging. From my own experiences, teachers can be tempted to pick something 'cool and interesting' to present to students, to achieve engagement, but if the demonstration isn't linked to a wider investigation, it isn't a helpful learning tool.

With any inquiry based task, reflection on the process itself is ultimately more valuable than the experience itself. The elaboration and evaluation aspects are crucial. I agree with John Dewey when he said, "we do not learn from experience... we learn from reflecting on experience."

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2. How can you guide students to a more independent inquiry practice?

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2. How can you guide students to a more independent inquiry practice?

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Scaffolding. An open-ended investigation that has no clear structure can be overwhelming for students. A well-scaffolded inquiry will avoid this anxiety in students, and will provide logical pause points for reflection on learning.

Inquiry-based learning relies heavily on an attitude of "let's try something, see what happens, and if it doesn't work, that's also good because we've learned something". It is essential to tell students that mistakes are great, failed attempts are encouraged, and getting something to work first time is probably unrealistic!

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https://docs.google.com/presentation/d/1JKw3Q7Bx0UkQ5kXhkhDHmSsJHgAXWoL9AbDyYiEYaX0/edit#slide=id.g354f562c03_0_48

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Stage 5 syllabus outcomes stated but what about working scientifically
Half pipe - changing friction - great concept for engaging students. Good use of camera & stopwatch - manageable.
Risks were considered.
ABS brakes - excellent demonstration - simple but creative and will engage students.
Context of activities - connecting abstract concepts to concrete objects like cars - great for engaging student.

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We mainly used Facebook to message and communicate our understandings. However, once we had decided on our thoughts, we posted them onto padlet and to our Google Doc's after we consolidated our thoughts and opinions. This was done for the activities we had to watch, and the activities we had to create ourselves.

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Padlet is not very useful for synchronous discussions and group work but it is a good tool for displaying summaries and finished material.

The best use for padlet would be in collaboration with a live discussion, as this way the group can discuss in person the point that they need to talk about and then upload the summary of their thoughts to the padlet.

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Online technologies are useful for connecting when not physically together, however as we were already using Google Slides to compile our presentation, we basically communicated everything to each other via Google Slides notes & text, in various colours to signify who was writing what.

On reflection, we should have documented these chats elsewhere to keep a record of them, as they were deleted as we proceeded.

Useful functionalities in Padlet include link sharing and photos.

We were quite engaged throughout the process, though working remotely meant that we did leave things a bit late.

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We found that there was a direct link of content of the general capabilities in ACARA with the 21st Century Competencies. We can allow students the room to complete the general capabilities alongside the competencies, just with simple planning. Most lessons will include these points innately, such that literacy, numeracy, and ICT are used without thought. Critical and Ethical thinking comes naturally with investigation after this.

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- could choose articles on behalf of students
- students select their own topic
- control level of difficulty of the article
- provide scaffolding, or a glossary of key terms

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- Summarise student opinion, drawing out key ideas
- Control pace and trajectory of the lesson

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- class reading example -> give student notice about reading outloud so they can practice. Also potentially have them work in small groups so reading outload is less daunting
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1. Safety!
- glass slides are sharp
- heavy microscope needs to be carried with two hands, one on the neck and one underneath
2. Labeled diagram
3. How to zoom & focus

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1. Mixed up set up instructions for microscope and get students to unjumble.
2. Flipped lesson, where students watch the videos beforehand and then do a short quiz at the start of the lesson to make sure everyone had done it.
3. Planning a series of questions for them to work through, where one correct answer unlocks the next question.
4. Match up sample slides activity. Students match samples from organisms to the locations those samples would likely be found e.g. structural, functional cells.

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Here is the link to my video of vertical projectile motion:

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Here is the link to my video of vertical projectile motion:

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How this ICT tool will help students’ learning of Physics?

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How this ICT tool will help students’ learning of Physics?

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This is a GREAT tool. I had a lot of fun using LoggerPro. Filming the video yourself is a great way to increase engagement. The program is easy to use, and with the link to an instructional video provided by Hye-Eun, I was able to follow the steps for analysing the motion.

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Is this the general essence of what we are doing:

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Is this the general essence of what we are doing:

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1. Gauge student understanding
2. Lesson conducted to increase understanding/address misconceptions
3. Evaluate new level of understanding after completion of lesson

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What were your experiences of using data logger?

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What were your experiences of using data logger?

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1. Simple, easy to use once taken through a tutorial.
2. Increased engagement with concept.

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What are students' difficulties and benefits?

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What are students' difficulties and benefits?

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1. Students really need to know the data that they are collecting before starting.
2. The scale of results can throw off certainties in measurements. If an incorrect scale is used, specific values will not equate.
3. Students who are unsure about what to do may go off task easily.

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Benefits and difficulties of using a multimedia platform

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Benefits and difficulties of using a multimedia platform

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We looked at the range of representations that can be used:
- drawings/diagrams
- verbal
- written
- video
- demonstrations

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- Informal and formal formative assessment
- Teachers should spend equal if not more time designing formative assessments, compared to summative ones
- Feedback is key!

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Prac block was productive and good. 👍