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What are the key outcomes in mathematics and what do they mean?

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What are the key outcomes in mathematics and what do they mean?

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outcomes are that students should be able to develop their understanding of mathematics and apply their knowledge via problem solving

How can these outcomes be supported ins the science stage 4-5 curriculum?
A major focus has been placed on developing problem solving skills in numeracy and science because by providing authentic texts and real world problem solving students can develop a deeper understanding of concepts.

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How can we help students understand the role of NUMERACY in Science?

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How can we help students understand the role of NUMERACY in Science?

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- by providing them with opportunities to use numeracy in science e.g. graphic and interpreting results to experiements

How can students demonstrate NUMERACY as a cross-curricular skill in Science?

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Naughty Nick
Victorious Vaz
Daring Daniel
Keen Katelyn

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Katelyn - statistics/biology
Vaz - Biology
Daniel - Chemistry/Biology
Nick - Geology/Biology

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Why are we here?
Compuls. Unit
Inspiration

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Who will I be - inspiring and fluent, inclusive
What will I teach? - democratic values, respect, collaboration
How? - Multi-modes e.g ICT & pracs, scaffolding
Why? - Research tells us it is the most effective way & we care about our students

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Tute 2 Science Stage Statements - What is interesting about them??

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Tute 2 Science Stage Statements - What is interesting about them??

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- Explains where outcomes should take students
- provides indicators
- verbs in stage 5 require more depth of understanding than stage 4
- Stage 4 begins with theory and ends in prac
- both stages have a paragraph that relates back to real life

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1. Explains the world around us
2. Creative/practical
3. Relationship between science and technology
4. Science is a changing body of knowledge
5. Teaches students to be critical thinkers and make informed decisions in the future

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How could I have improved my microteaching lesson?

Positive:
- The worksheets provided were effective and allowed immediate feedback for students.
- The content was very visual - catered for oral & visual styles of learning
- There was a positive learning environment
Negative:
- I ran out of time because I provided too much content for students to learn and was not conscious of time.
- My voice was very quiet and unclear at times
- I did not maintain eye contact.
Interesting:
The way I sequenced the information would have worked well for me but did not work as well for the students.
Maybe spending less time on explaining the content and giving more time for the worksheets would have helped?

Reflection of One Aspect of PMI:
The sequence of my lesson could have been improved. I told the students about convection currents and then started using a real world example without actually explaining how convection currents work. This would have confused the students as I randomly started talking about hot air balloons. Giving a comprehensive explanation at the beginning would have made the lesson more clear.

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Question
What could i have done better in my  microteaching?

Positives
Assessment as learning - offers engagement of outcomes through research
Multimodal
Differentiation - task varied in abilities, also alternative assignment provided for those who didn't always have access to ICT
Ability to access higher order thinking "create" and "metacognitive"
cross curriculum priorities were focused on: ICT and sustainability
Real world reliability
students provided with feedback of assessment during marking

Negatives
Could have utilised my time better explaining the task
was rushing
could have assisted and had better control over class discussion
could have used more direct instruction (too student focused)
Assumption that prior learning of water cycle was retained in previous lesson. Should have explored the previous lesson more with an effective  worksheet as opposed to a class discussion

Interesting
Class discussion, although effective in social constructivism and scaffolding, can not always be followed, and i as a teacher should prepare and cater for a situation where class discussion doesn't work.

Reflection of one aspect
Class discussion is proven to be effective when teaching, however, students are not always engaged in discussion. this could be due to disinterest, lack of prior knowledge and many more. I should have an alternative task given class discussion doesn't work. If it is due to prior knowledge of water system for example, i could bring up an interactive website of the water cycle then lead my lesson into water conservation.  This can also be achieved by bringing up past classwork from the last lesson.

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·       Eye contact

·       Proximity

·       Lack of student centered activities (worksheet) (The lesson could have been improved through more student-centred activities. The lesson was predominantley teacher-centrerd which provided information,however not much reflection and evaluation).

·       Mentioned “semi-permeable” without explaining the definition (The assumptions of what we already knew were unclear).

·       Mentions hydrophobic and hydrophilic- although explains behaviour of hydrophobic and hydrophilic particles, fails to explain/breakdown the meaning of the word (Greek term)

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Positives:
Differential questioning allowed for broader understanding of concept/content.

Negatives: The assumption that the class had never explored my microteaching topic gave a generalised lesson.

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Estimating and Calculating with Whole numbers

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Estimating and Calculating with Whole numbers

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They develop the knowledge and skills to be able to use mathematics across all areas of school.
Whole numbers - based around using money in a real world environment
Patterns and relationships - based around students recognising patterns and and solving a wide range of problems with knowledge of these patterns
Using fractions - visualise and describe shapes

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- What is an object's natural state?
- what was considered to be the perfect shape? - a sphere
- What's the natural state of a body? - Anyone want to ask any questions to clarify the question?
- Do you think you know what it means?
an object moves
- what's it doing?
- What if you fire a ball?
- Or a rocket?
- Once it gets away from earth, does it stop?
- Is it a natural state for things to be at rest or to keep moving? Or something else?
How did it stop?
By putting your hand there how did you stop it?
Would a rocket stop in space?
Do we try to explain why a rocket doesn't stop moving? Or do we try to explain why the ancients go it wrong?
Anyone heard of Galleleo? Newton? While we're all affected by it and we're all aware of it, what is it?
Is friction important to us? If so, why?

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People.  Person in photo and light shining through
Objects.  Hands and light
Setting. In a dark room
Engagement. Making shape with hand
Relationship.  Light has to pass through and object to create light.  Reflections

You can do an excursion with google  maps

No she needs a professional experience
cold are a viral infection however if she has developed a bacterial chest infection
Due to a weakened immune system then she will

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Code breaker .. reading the text... terminology... forming the features
Text user... what’s the purpose of the text and the meaning
Text participant ... what is the text about meaning maker linking all together
Text analysis... applying the lesson learnt to a greater perspective and issue and making judgment

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Where in the syllabus can you incorporate ethics?

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Where in the syllabus can you incorporate ethics?

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Opinions in science - how to respectful of other people's opinions
The structure of DNA - the ethics of science - Rosalind Franklin

- religious and belief conflicts, to some people it may just feel wrong
- all about definitions
-

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Why does stem-cell research raise important ethical considerations, and how the discovery of iPS cells has affected discussion of the issue.

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Why does stem-cell research raise important ethical considerations, and how the discovery of iPS cells has affected discussion of the issue.

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The discussion is around differing definitions of when life begins and lots of different people have different definitions about when life begins based on religions and beliefs. iPS stem cells can end the discussion because it does not have to involve human life.