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McLeares Rubrics, which is an evaluation tool that can be used to assess scientific essays.

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It is a collection that students create during their school life to document their learning process. They can insert photographs, drawings, diagrams or texts into it. The Notebook of Experience allows them to explain their scientific learning process with their own words and it helps them remember what they learnt. It is also useful for teachers because it allows them to follow the progress of their students.
Students use their own words, it is easier to remember join to their pictures. All notebooks in the class are different, with different reflection that they share, is very useful. There may be mistakes that students can correct later.
Disadvantages: require method and order, usually is something students don´t have, but they develop this skills. Take time and perseverance

Advantages: Helps in learning language and science language. And in being part of learning process is a very good point to improve their motivation.

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The experimenter report is a tool that helps teachers to document, reflect and share their IBSE activity.
Experimenter report: documenting
- Helps the teacher to implement the method

- Makes activities clear, communicative for students and verifiable for the teacher

- provides monitoring groups activities

- provides a summary of classroom activities

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Some studies have shown that writing to learn activities have significant effects on:

·        Achievement scores

·        Attitudes towards science

·        Scientific process skills

·        Conceptual understanding

·        Scientific literacy

·        Self-responsible learning

·        Argumentation skills

·        The use of multiple modes of representation

·        Peer interaction

·        Critical thinking and problem solving skills.
KINDS OF WRITINGS:
Poetic writing can be defined as the language of novels and poems. The aim of writing poetry is to separate yourself from action and to think reflectively about experiences and feelings.
Expressive writing both includes information and reflections about that information. Since expressive writing is usually done informally, without concern for the judgment of others, the writer may concentrate on making connections with prior knowledge, clarifying understanding, and otherwise “explaining the matter to oneself”
Transactional writing, which is mostly used by science writers, is characterized by the voice of the participant in action. Transactional forms of writing have often been called “writing to inform” or “writing to communicate”

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Module 4: Assessment and inquiry I. The objective is to learn how to assess inquiry-based teaching and learning.

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Module 4: Assessment and inquiry I. The objective is to learn how to assess inquiry-based teaching and learning.

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- Writing to learn
- The experimenter Report
-  Notebook of experience
- Rubrics

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M3.5 a 3.9 Ethics using a Philosophy for Children approach

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M3.5 a 3.9 Ethics using a Philosophy for Children approach

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Philosophical questions can often be deceptively simple, but their consideration encourages complex reasoning and the ability to see different perspectives. The ability to think in deep and complex ways is a skill that is beneficial to students across the curriculum.
Steps for philosophical inquiry:
1.     Warm-up (could involve introductions or an icebreaker game)
2.     Stimulus (we will use a video clip later in the module, but it can range from a newspaper article to a photograph)

3.     Private reflections (thinking time on stimulus)

4.     Question creation (individually developing a question related to a stimulus)

5.     Question-airing (collaborating in separate groups to describe the generated questions; the most relevant question from those generated within the group can be picked by consensus)

6.     Question-choosing (sorting and classifying the questions generated by all groups as philosophical or otherwise; we will use a quadrant to do this; one philosophical question is chosen by the whole class on a vote)

7.     First thoughts (on the question chosen by students in the class)

8.     Inquiry (students may sit in a circle and inquire on the question while the teacher acts as a facilitator)

9.     Last words

10.   Review and evaluation of the process/content

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M3.2 a 3.4 The relevance of new discoveries in life sciences

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M3.2 a 3.4 The relevance of new discoveries in life sciences

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I choose this statement: We work to better understand nature and the human being, but it must be done without losing sight of the ethical perspective, uniting science and society. We need people with manage, eager to work with imagination.
I have to say that I seemed the DNA and RNA activity  very difficult and too much long for me, because I have no knowledge about DNA, a bit of chemistry and biology, although I learn a bit about that subjects, so It was right but hard.

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Module 3: Conceptual understanding of life sciences

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Module 3: Conceptual understanding of life sciences

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3.1 WEBINAR: Science and education in transition: current students will be responsible ones of research and innovation,. It is very important to teach how to do this, how to learn to do this, what teachers must do to prepare our future citizens for achieving this necessary skills for the investigation.

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M2.2 a 2.9 Analysis of classroom implementations 

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M2.2 a 2.9 Analysis of classroom implementations 

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The most important for me:
1 The teacher: propose an open challenge, is important to choose a topic or subjects which produces motivation.
2 Allow students to take ownership of the problem
3 Become aware of the students´state of thinking (walking around the groups)

4 Organise the pooling of ideas among groups , allow the discussion.

5 Diversify the ways in which the students communicate

6 Welcome ideas in a neutral way (the teachers is this way)

7 With all ideas the teachers structure the inquiry

8 When interacting with small groups:

Ask open-ended questions (about the concepts of the problem)

Guide students´thinking

Refocus students´ thinking

Ask for clarification

9 At the end the teacher concludes the first part or class with a reflection according to the proposal by the students

10 Vary the organisation of the sessions.

11 Build students´confidence and value error, the important thing is the construction of the own knowledge

12 Allow trial and error
13 Encourage quantification (protocol) The teacher pointed the necessary of quantification (work on quantification)

14 Encourage note-taking

15 Allow time for communication of results

16 Prepare results sharing (protocols or strategy, results and conclusions)

Main teacher work: the teacher makes important pedagogical choices concerning mainly three elements first with regards to the framework of the investigation, he is responsible for initiating, guiding and relaunching the investigation. For example at the start he chooses to propose a challenge, later he encourages students to adopt a quantitative approach, secondly the teacher appears to be the person who manages group and manages the spatial organization of these times for example in small or facing the board, thirdly during his interactions with students the teacher values their proposals and freeze their creativity failures source of questioning can then become a driving force for learning

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M2.1 It is important to reflect on our implementations

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M2.1 It is important to reflect on our implementations

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Firstly, there is a positive aspect of learning from our mistakes. Reflection on our classroom implementations helps us to develop professionally. Secondly, it can help our students! Looking back at a lesson can reveal unclear explanations from our side and induces to clarify with students during the following class. Moreover, it can help group cohesion and teach your students to reflect on their work, too.

- Here are a few important questions I can ask myself to reflect on my classroom implementation:

What was the aim of the class?

How did I deliver?

How did students react?

How can I improve?

I have chosen:

1. Were you involved in planning investigations?
2. Did you gather data using methods and sources appropriate to the inquiry question?
Because I believe it is very necessary that you are involved in planning investigations, as way to order ideas, and then, of course, work and discover this or new ideas that you have not thought at the beginning.

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- Science has many methods of investigation, but all are based on the notion that some form of evidence is the basis for defensible conclusions
- 21st century skills: creative problem-solving, critical reflection of information, communication and collaboration, distinction between facts and opinions, media and information-literace.
- IBL actively addresses these skills better than teacher-centred deductive teaching

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The protocol allows to compare situations that differ in a single parameter.
this self-reflection tool this self-reflection tool http://www.europeanschoolnetacademy.eu/documents/3648645/4514169/AmgenTeach_MOOC_Reflecting+on+Inquiry+Based+Learning+in+Science+Education.pdf/e1322d55-48ba-4fe8-8e32-184353a9898f, which is an adaptation of the self-assessment tool of the Tools for Enhancing Inquiry in Science Education  https://www.fondation-lamap.org/sites/default/files/upload/media/minisites/action_internationale/1-tools_for_enhancing_inquiry_in_science_education.pdf booklet developed in the Fibonacci project http://www.fibonacci-project.eu/.

Within this MOOC, you can use this tool to reflect on the implementation of the activity about the spoiled jam, but you can also utilise it in any other inquiry-based scenario that you implement in your classroom.

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1 Elaborate a protocol in order to test the hypothesis

2 Put the protocol into practice

3 Share your protocol and results by posting a photo or a document, and your interpretation

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M1.2 From the situation to the hypothesis

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M1.2 From the situation to the hypothesis

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Giving hypotheses from studying information about the situation or problem.

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In my opinion, it is important to experience inquiry as an adult learner  because you can know by experimenting, the steps you need to do in a inquiry. If you do an activity based on an investigation, you will be able to analyze and understand the process of construction of knowdelegde, and then you can teach better this kind of methodology.

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- How to create a Learning Diary.
- Nice tool called the Learning Designer
https://www.ucl.ac.uk/learning-designer/

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on TEACHER ACADEMY MOOCs Your Learning Diary (LD) is the ideal place where to annotate the most relevant elements of the Teacher Academy MOOC that you are attending. In your LD you can keep record of your thoughts and reflections and save links to resources and information suggested by the course experts and other participants. A good learning diary will show that you have reflected on the questions introduced on the course and that you have engaged with the ideas of others on the course. The diary can include anything you like but we would suggest to collect: Your answers to the questions posed during the modules (usually underneath the videos). Comments, ideas, resources from the course materials and shared by other course participants that you have found interesting or relevant for your own situation. There is a lot of material on the course and there will be even more once everyone starts discussing and sharing ideas and resources. Not all of this will be relevant to your own situation so keeping a diary of your learning process will help you focus your attention on those areas that are especially relevant for you. Especially after the completion of the course, your LD will prove a valuable resource should you want to revisit the topics of the course at a later stage. Although all videos and course materials remain open for browsing at any time, your Learning Diary will quickly provide you with a summary of the most relevant contents seen through your own personal perspective. You can create your Learning Diary in any way you like but make sure that it can be easily shared and is easy to understand as this will allow others to provide you feedback. This will be much easier if you do your learning diary in English as otherwise you have to find course participants speaking your language.

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Course Inquiry-Base Teaching in Life Sciences

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Course Inquiry-Base Teaching in Life Sciences

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I´d like to use this padlet for pointing what I think is more important for me in this interesting course. I sorry for my regular English.

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Hello, my name is Ricardo RG.
I´m Professional Formation and Maths teacher in a college in Spain.
I like Maths too, and others subjects about Sciences