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Our group.

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Innovative Ivan benefits him in the long run. Also passion for teaching science.
Jolly Josh. Loves giving back. Also a passion for teaching science.
Manic Maria. Had good teachers. Really loves science. Talks about it a lot and can’t stop wanting to do more science.
Dynamic dan the man. Enjoys teaching science. Need this program to do the best job he can.

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-Respect one another
-Listen when others are speaking
-Communicate with one another both in tutorial and outside, but keep class/set times for serious work
-Encourage each other!

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-Who will I be as a science teacher
Strict but fair
Reasonable
Has high expectations within   reason
Engaging and energetic, passionate
Inspirational, mentor students

-What will I teach?
Chem
Bio
Phys
General 7-10 Science
Interaction of Science with everyday experiences
Teaching scientific thinking, logic and a way of approaching and viewing the world

-How will I teach it?
Using models, resources (technology)
Using appropriate jargon and  discipline language
Allowing for questions, clarification and or discussion throughout class
Keeping in mind the diverse background and nature of the class.
Using a combination of teaching styles, resources and approaches to provide a unique and adaptable learning experience

-Why do we teach it in that certain way?
To allow students to develop solid foundation knowledge (both discipline and general skills) before introducing challenging concepts and learning
To provide a class which will give a wide range of learners a valuable, positive learning experience.
To allow for students to build self confidence and awareness of their own skills and knowledge and encourage self-reflection and asking valuable, well thought out questions.

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Stage statements state what students should be able to do at the end of their studies within that stage.

These statements involve keywords like "describe" and "explain" and whatever concept students are learning. For example, "Students describe the action of unbalanced forces on the motion of objects in everyday situations" within Stage 4.

The key difference between stages 4 & 5 is the depth of knowledge required of students. Stage 4 statements mostly revolve around "describe" and "relate to" whereas stage 5 features greater use of "explain" as well as "process, analyse and evaluate" which requires a greater depth of knowledge.

Particularly in the statements regarding scientific thinking, the stage 4 statements merely require students to identify methods and processes whereas stage 5 statements involve students actively investigating as well as linking different areas of science as they apply theories and concepts to these investigations.

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Key Points from the NSW rationale on teaching science

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Key Points from the NSW rationale on teaching science

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1. The study of Science is a collaborative, creative endeavour and has led to a dynamic body of knowledge organised as an interrelated set of models, theories, laws, systems, structures and interactions
2. Use scientific inquiry to develop understanding of science ideas and concepts, as well as the importance of scientific evidence
3. Demonstrate honesty, ethical principles and respect for differing viewpoints on scientific issues

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Positive:
- Drawings to assist teaching
- Analogies
- Comparison to real life examples

Negative:
- Needs a better structure
- Need to rethink explanation strategies
- Class engagement

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Plus:
Was a good, supportive environment to experience teaching properly for the first time. Was valuable, also, to teach to a group who were paying close attention to the WAY I was teaching rather than what I was teaching, allowing detailed feedback.

Minus
It was surprisingly difficult to make the switch out of using technical terms and use more student-friendly terms. Explanations used could have definitely used the support of more visual 🤬,

Interesting
It was really interesting to notice how much I move when talking and how much I rely on my body language, gesturing etc

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Micro teaching reflection solute solvent and solution

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Micro teaching reflection solute solvent and solution

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Positive: clear communication enabled for each and every student to understand the topic.
Negative : should not treat every student as not knowing anything. Instead should allow for students to express their differing levels of knowledge.
Interesting: should have had a different worksheet to begin.
Question: what do I do to achieve a equitable teaching and learning process for students who have such differing foundational backgrounds.

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Plus: it was good to deliver a condensed lesson and get a feel for delivering content but also interacting with the 'students'

Minus: only having 10 minutes made me feel rushed and so I felt like I could have done a more detailed lesson and incorporated more assessment

Interesting: it surprised me that having access to a whiteboard and being able to draw what I was explaining made me feel a lot better about teaching the micro-lesson

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-Relation to critical and logical thinking, essential skills within science
-Possible use with older students developing and designing experiments and approaching data analysis and observation in a critical way.

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Positive: It was really good to get a feel for how to interact with students as well as working with a whiteboard
Negative: Didn't have a good enough grasp on my time constraints so I definitely could have gone into more detail.
Interesting: it surprised me how much having a whiteboard made me feel a lot better about giving this lesson

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No, because colds are viral and antibiotics do not work on viral infections however students would not necessarily distinguish between viral and bacterial infections and know what is used to treat each

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No, because colds are viral and antibiotics do not work on viral infections however students would not necessarily distinguish between viral and bacterial infections and know what is used to treat each

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Explicitly teaching data analysis, interpretation and measurement skills when doing an experiment.
Teaching meaning of measurement, measurement recording and communication of measurements.
Pattern recognition
Sustainability: doing analysis of population patterns, city growth etc and planning for changing population with models described by maths.

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The density of plastics allows it to float in our oceans. This itself is a big problem, as some wild life would mistakenly eat the plastic. The fact that we  typically  

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The density of plastics allows it to float in our oceans. This itself is a big problem, as some wild life would mistakenly eat the plastic. The fact that we  typically  

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Debate why any investigation relating to biological research involving or affecting animals must be humane, justified and ethical (under Additional Content)

LW3 f. discuss some advantages and disadvantages of the use and applications of biotechnology, including social and ethical considerations