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https://docs.google.com/document/d/1FYOn8JXjQ9oPBUCiMFZgIZwpQKIygQjMCw_5ZEgPric/edit?usp=sharing

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Demonstrably Daniel
Contemplative Cass
Versatile Veronica

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Similarities: Glasses, all traveled to Europe, All teaching Chemistry and Biology

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To improve understanding of the new revised syllabus and its requirements
To master the new content in the 2018/2019 syllabus
To be conscientious in our practice
To engage in reflective practice

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To treat one another with the dignity inherent to each and every person

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We work well as a team and were all paying wonderful attention to each other

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The group members were incredibly engaged, it is surely a privilege to work with such a capable team .
Padlet Seems to have potential as a learning tool. It is very easy to post to, and when people have named accounts it is easy to hold them accountable for any good (or bad) thing they post
Padlet still has a lot of functions that we are not aware of, which may have potential for future learning

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Our group is determined to work quickly and efficiently to learn all we can from these workshops. We continued our discussion through social media platforms, so it is my belief we will work even better in the future

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

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

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Discussion thread- comment your thoughts/opinions

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How can you enhance inquiry in science learning?

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How can you enhance inquiry in science learning?

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Discussion thread- comment your thoughts/opinions

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I am very fortunate to be able to note that our team worked very well while collaborating on both our week 3 e-learning and during the collaborative project. I am on a team of driven and capable teachers, and I am confident that our project is well thought through and would work well within the classroom itself

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Syllabus content - great to see both content areas being used for differentiation but what about working scientifically skills?
Good interactive model of cell to engage students. Plasticine models are also great for engagement and manageable.
Eating marshmallows - in a science lab may not be permitted.
What is a molecule of glucose? How will the periodic table help students understand the molecule of glucose?
Breathing versus respiration - if students are doing push ups they will be out of breath. The activity is manageable and engaging but whether it will be allowed in a science lab is questionable.

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As a group, we function as a cohesive unit. We often share constraints on our time, and so work to be as efficient as possible. 

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As a group, we function as a cohesive unit. We often share constraints on our time, and so work to be as efficient as possible. 

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While working with groups can be challenging I find the current arrangement genuinely helpful and enhances our collective learning. I think to improve we could tackle greater challenges together.

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Collaboration and teamwork

Creativity and imagination

Critical thinking

Problem solving

Flexibility and adaptability

Global and cultural awareness

Information literacy

Leadership

Civic literacy and citizenship

Oral and written communication skills

Social responsibility and ethics

Technology literacy

Initiative

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What differentiation Strategies can you incorporate during lessons

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What differentiation Strategies can you incorporate during lessons

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What kinds of positive reinforcement strategies do you use in the classroom

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What kinds of positive reinforcement strategies do you use in the classroom

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How do you draw out the hiders in the classroom

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How do you draw out the hiders in the classroom

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What differentiation strategies can you incorporate during lessons?--Having them summarise the work of other students rather than just the articles themselves.
Allowing choice of article
What kinds of positive reinforcement strategies do you use in the classroom?
Allowing students some flexibility when providing answers, and converting their lay suggestions to more scientific sentences.
Praise and congratulations
How do you draw out the ‘hider’ in your classroom?
“I want to have people present who haven’t presented yet”

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Is there expected to be an element of reflection to this assignment as to how well we taught a specific concept? If so, is reflection the primary focus?

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The data logger seems like it would be very useful for any lessons based on Newtonian Physics. For example, a lesson involving the swinging of a pendulum can be used to describe Simple Harmonic Motion. This could also benefit Math students, as extension 1 students need to learn about Projectile motion Mathematics, the data logger can give a good visual representation of information

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The data logger is legitimately a very cool tool. The ability to get quantifiable data from videos is something I think students will enjoy immensely. I had some difficulty when importing my video, it auto-rotated the wrong way, meaning my x and y axis where reversed. In the future, this can be fixed by making sure the students film their videos in landscape

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LoggerPro would be very useful for demonstrations of experiments difficult to perform accurately, or in situations where you don't have the space or the equipment. It would be especially useful for diagnosing and potentially correcting any alternative conceptions they may have.
The program would not work on my computer despite multiple installation attempts, but I watched some videos on the potential uses of the program and I look forward to experimenting with it in the future.

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What was your experience of using data logger

- The data logger was a surprisingly useful tool. It was relatively easy to import a video and place data points. I discuss this further in my week 6 E-learning Discussion section

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Padlet can be useful for providing ideas on a shared platform. The fact that it updates instantly does allow for quick communication, but the layout limits its usefulness as not every discussion can be framed in this way. The way we use it does feel superficial at times, but I can see how it would be useful in certain circumstances

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In this practical we added metals of various reactivities to either HCl & H2SO4. We found Zinc to be the most reactive and Copper the least, in line with our expected results. When we did this experiment we did however encounter a small problem with the iron - it was surprisingly reactive due to impurities. This would confuse students as it is not the expected result.

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Some of the challenges would be the necessity for creativity in developing multiple ways of showing students the same concept. It requires lateral thinking, and considering the potential sources of misunderstanding for students