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hello

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- Angelic Alley
1. Enjoy teaching
2. Passionate about science
- Lovely Laura
1. I want to make a difference in school students lives
2. I enjoy biology
- Delightful Dana
1. Because I want to inspire people to enjoy science
2. I enjoy teaching people and helping people to learn
- Phantastic Phoebe
1. Share my knowledge
2. I enjoy science

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How do we need to work together to ensure a successful year?

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How do we need to work together to ensure a successful year?

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- Communication!
- Constructive criticism
- Open, Listening
- Kindness
- Helpful
- Are you okay? (Checking in on each other)

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1. Who will I be as a science teacher?
Inspiring, Approachable, Relatable, Knowledgable, Firm but Fair
2. What will I teach?
Biology and Chemistry + Life skills + Social skills
3. How will I teach it?
Discovery learning, Group collaboration, Discussion, LOTS of opportunities for questioning, hands on work, Creativity
4. Why do we teach it in that certain way?
Engaging, Problem solving, it allows the skills learnt in science to translate into other fields and situations.

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3-5 Key ideas from the science rationale 

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3-5 Key ideas from the science rationale 

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1. Science is a collaborative and creative subject.
2. Working scientifically (skills) is an important part of the syllabus and must not be ignored.
3. Science allows students to make reasoned and evidence based decisions and ethical choices.
4. Students learn to value and understand the evolving and dynamic nature of scientific explanations.
5. Develops a positive self concept through learning.

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PLUS
+ Relevant information
+ Good subject knowledge
+ Engaging voice/tone & eye contact
+ Links to outcomes
+ Good Questioning
+ Age/stage appropriate activities

MINUS
- Worksheet Layout
-  Activities/lesson not promoting enough discovery/constructive learning
- Content/Outcomes Heavy
- Time wasted in getting students to copy down outcomes

INTERESTING
- Next time I could discuss what it means to meet the outcomes/verbs (explain)
- Next time I could format my worksheet more thoughtfully so that it is more accessible to all students (larger lines for writing etc.)
- Next time I would like to include discovery learning & use direct instruction more effectively.

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P:
+ discovery learning
+ clearly stated outcomes
+ imaginative planning
+ high engagement
+ integrated resources well

M:
- relate assessment types to lesson
- lots of assumptions
- time
- more specific information needed about content
- more scaffolding needed

I:
* could work individually
* could start off with direct instruction and specific topic information
* better stating outcomes at beginning

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Plus
- Students engaged by lesson and resources provided
- Content was well explained
- Sequencing of material was appropriate and followed on from content already taught.

Minus
-  Needed to use more prompting in order to increase participation of all students.
- Direct instruction and description of activities I wanted students to complete was not comprehensive enough.
- Timing – too long and rushed through the content without going deeper into it.

Interesting
- While students may seem engaged they may not actually be taking in the information, therefore more prompting and informal formative assessment is required in order to know for sure that students are actively absorbing the information
- State outcomes more clearly in the beginning of the lesson and discuss these terms with students to ensure they understand.
- Attempt less content to ensure students have a deeper understanding of the content, rather than a superficial understanding.

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I think that I overestimated the knowledge that my class had on outcomes and the verbs/meanings that they carry. I think that would be beneficial for me as a teacher in the future to discuss outcomes and what they mean rather than just getting students to copy them down. This would assist me in more effective outcomes based teaching and also ensuring that learners met outcomes at a higher level.

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In my Micro-Teaching assessment task, I did not properly integrate the types of assessment into my lesson plan. I only used one type of assessment and did not fully include it in my teaching - therefore, I was left with minimal information about what the students knew and how I should map my future lessons.

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I think I underestimated the amount of time I had in this 10 minute lesson and overestimated the content I thought my class could work through. This led to a lesson that only brushed over the key ideas of the lesson rather than developing a deep understanding of the content. It would have been more worth while attempting less content outcomes and creating a deeper understanding. This would have allowed students to ask more questions regarding the content and the direct instruction (which is also something that needed more attention - based on feedback from peers).

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Aid in managing context, conflict and uncertainty.
Understand the influence their values and behaviour have on others.
Fosters personal values such as honesty, resilience, empathy and respect
Globalisation exposes students to new ethical issues
Develop ethical understanding
Reasoning, consistency, meaning, proof and evidence
Understand the complexity of ethical issues.

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Authoritative Discourse
- What is the natural state of a body?
- What is the perfect shape?
- Had a particular answer in mind
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Dialogic Discourse
- Encouraged students to ask further questions to clarify.
- Provided a clue through demonstration.
- constructivist.
- constantly built on students knowledge they were creating.
- Socratic questioning

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YES --> antibiotics are medicine and they make you feel better when you are sick.
NO --> she doesn't know why she is sick, antibiotics will only work for bacterial infections.

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1. Laura's hand
2. Phoebe's phone

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Debate why society should support biological research.

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- Speaking to students about ethical situations and judgements - respecting others views and opinion.
- Science is dynamic - constantly changing, can benefit or inhibit people's lives.
- Important to discuss - no right or wrong, people's opinions and judgements on topics.
- Taking beliefs into consideration.
- Giving students an option to participate or not - options, overview.

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Discussion is an important skill and understanding different perspectives on varying issues is a key part of science.

We must be sensitive about perspectives, values and morals. This may be stressed to students in a pre-warning/discussion and can be sustained by activities that do not promote debate and the labelling of right or wrong answers.

Activities that entertain the analysis of different perspectives and ideas must always be scientifically based - a research task looking at supporting research for multiple perspectives could be applicable here.