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Program builder - Amalina, Monique & Chris

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Program builder - Amalina, Monique & Chris

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Google drive link:
https://drive.google.com/open?id=1un2NU81y2wPBois9OR438Lds2UB4bNQR

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Amalina's & Monique's lessons:
https://pb.bos.nsw.edu.au/units/9362865/s/8B15B7D7-ECFC-4218-BF0F5682AAD58711

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- In peer assessment students could be put in groups to easily circulate around the work to get peers to mark it.
- Peer assessment can be prior to and supportive of self-assessment, as it makes you a better judge of your own work (aware of what you need and what to look for when marking it).

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- Giving purpose to your work
- Practical: Easy to conduct
- Metacognitive: Developing criteria for assessing work
- Occurs prior to and supportive of self-assessment: Allows you to better judge your own work through an objective lens
- Inclusive of more students: All pupils can be involved
- Understandable feedback: Language used in peer assessment is student-language, not teacher-language
- Encourages response to feedback: Students more confident in responding to peer assessment than teacher feedback

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Task 1: How would you use this activity for an inquiry lesson?

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Task 1: How would you use this activity for an inquiry lesson?

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What will you do before and after dissection activity?

Provide questions and detailed activities

Before:
- Study and describe human eye anatomy. Label diagram.
- Students do pre-work optics activity (Week 3's activity). Experiment with magnifying glasses, concave and convex lenses. Questions about how light refracts through different shaped lenses.
After:
- Identify and describe parts of cow eye (e.g. labelled laminated sheet used in dissection activity).
Differentiation:
Low-ability: lens, cornea, humors
Higher-ability: + retina, iris, optic nerve, tapetum
Compare parts with that of human eye, hypothesise and research the importance and function of these parts for cows.
- Test effect of cow eye lens on backdrop (words) and describe observation. Identify type of lens with relation to pre-work activity, and relate to how cows perceive light.

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Our identities (Opening vignette)
1. How would you describe who you are at this moment?

2. How would you describe who you want to be in 10 years’ time and how would you like to change over time period?

TED Talk
3. How did Mariappan develop his identity? Use the Identity theory we have discussed earlier.

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Becoming a Better Teacher | Mariappan Jawaharlal | TEDxCPP

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Own identity: Opening vignette
(1) I am an aspiring science communicator and environmental educator who is passionate about conservation and environmental management, and inspiring behavioural change in people to create a more sustainable world. As an educator, I am seeking to find my strengths and confront my weaknesses.

(2) - In 10 years, I aim to be a full-time environmental educator who is knowledgeable, confident, well-rounded, passionate, creative, dynamic and adaptive. I aim to provide students with meaningful learning experiences, maintain my strength of developing positive rapport with my students, and allow my students to be deep, lifelong thinkers and the best versions of themselves in the classroom. Over time, I aim to engage with my liminal phase head-on to gain new experiences, refine my existing skills, and learn from my mistakes.

Teacher identity:
(3) - Mariappan initially develops his identity by borrowing from the group identity/vocational identity of teachers as informed by his employer. During his teaching practice, Mariappan engaged with liminality to clarify his own roles and verify his own identity. He used trial and error mimicking the traits of ‘good’ teachers’ (discovered through research) and realised the context-specific nature of positive teaching. In light of his downfalls of mimicking ‘good teachers’, Mariappan identified the need to shift his pre-existing beliefs of what it means to be a teacher and instead prioritise originality, reimagine the role of the teacher as a learner, refocus the classroom toward a student-centred learning program. As beliefs control actions, he highlights how this enables teacher to develop their own identity and role as an effective teacher.

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Opening Vignette

1. I am a science pre-service teacher who is dedicated to helping others achieve that ‘light bulb moment.’ I am motivated and enthusiastic about teaching adolescents.

2. In ten years time I would like to be a full-time science teacher who is well equipped with the tools to teach students effectively and efficiently. I’d like to be well organised and have all the attributes of a good teacher – ie. active listening, engaging, etc. I think overtime I am going to face obstacles which will help me improve my ability to lesson plan, and to do so quickly, to be able to think of my feet in front of a class, learn to use a range of resources including ICT effectively in order to engage students into self-directed learning (inquiry based).

Teacher Identity

1. Mariappan began teaching and feeling as though something was missing in his teaching, he realised students were not actively engaged so he tried to be more creative with his lessons. He learnt to be original and to be yourself, good teachers seem to be different, they are not boring, and do not copy other people. He adapted his approach and moved away from a teacher-centred approach to a more student-centred approach simply by asking the question “what do you think?” This allowed his students to be engaged and make deeper connections in learning, attributing him as a good teacher.

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Science is the study of things in the world around us, through observation and investigation. It is instigated by observations and curiousity that leads to inferences and investigations.

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A human construct which attempts to describe the past, present and future workings of our dynamic world, driven by curiosity and observation and derived from a process of investigation and experimentation.

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Amalina - university degree, scientific research (Honours &RA), lab and field work, science education (current).
Monique - university degree as well as work/scholarship in a high school setting and student background.
Muska - university degree and student background.
Chris - university degree and past work as a microbiologist.

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1. Currently an enthusiastic and driven pre-service science teacher dedicated to the education of future students...I see myself as someone that is approachable and always happy to help

2.  With 10 more years of life experience i would hope to be an organised, knowledgeable and approachable science teacher with a positive attitude and an
undiminished enthusiasm for educating adolescent students. I would strive to achieve this by constantly reviewing evidence based practices that would suit
my teaching demands and engage in constant reflection of such techniques to improve my capabilities as a dynamic and enthusiastic science teacher.

3. He developed his identity as a teacher through constant reflection and referral to both literature and practice as to what qualities made a good teacher
and what qualities made a bad, or boring, teacher. Following his reflection, the understanding that all teachers have different qualities and strategies
to communicate ideas and concepts to their students encouraged the development of his own identity. He noted that what works for one teacher may not suit or work for another teacher and simply adopting a set of qualities expressed by a "good teacher" is not the only way to further an educators own identity. Stating his requirement of being loud and heard as a teacher, he also expressed his belief in encouraging student questioning and self growth by
facilitating their thinking. By simply asking "what do you think?" to students, he was able to engage students in problem solving thus further cementing
his identity as a teacher willing to facilitate student growth and development.

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4A. How do scientists know that dinosaurs really existed? Explain your answer.

10. Is there a relationship between science, society and cultural values? If so, how? If not, why not? Explain and provide examples.

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Scientists know through the accumulation of evidence overtime - fossil record and implication of dinosaurs evolving into birds. Look into comparative anatomy and transitional species - eg. archaeopteryx.

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There is a relationship between the three dimensions. Science answers questions about what society needs to know and fills those gaps of knowledge in and shapes the knowledge we use in daily lives.

Stem cell research and the debate about using embryo's to drive research - plays a role in the science being conducted because of conflicting views on the topic.

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The nature of scientific knowledge and inquiry are both inextricably linked to the two questions above. Question 10 is driven by inquiry and knowledge to broaden cultural and societal views/knowledge.

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Muska 

1)	I am a pre-service science teacher who is passionate about learning and teaching adolescent children. In my current role as a pre service teacher/uni student I am constantly motivated to grow as an individual. I see myself as someone who is friendly, kind, patient and always willing to help others. 
2)	In 10 years, I would like to be working full-time in science education either as a teacher or other similar roles. I would want to be more confident in both my career and personal life. In my teaching role, I’d like to be organised, engaging and well informed with the current science/teaching literature. 
3)	Mariappan developed his identity by learning to be original with his teaching practices. He Identified that he needed to change his pre-existing beliefs of what it means to be a teacher and teacher identity. As a result, he shifted his teaching from a teacher centred approach to a student centred approach. 

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Muska 

1)	I am a pre-service science teacher who is passionate about learning and teaching adolescent children. In my current role as a pre service teacher/uni student I am constantly motivated to grow as an individual. I see myself as someone who is friendly, kind, patient and always willing to help others. 
2)	In 10 years, I would like to be working full-time in science education either as a teacher or other similar roles. I would want to be more confident in both my career and personal life. In my teaching role, I’d like to be organised, engaging and well informed with the current science/teaching literature. 
3)	Mariappan developed his identity by learning to be original with his teaching practices. He Identified that he needed to change his pre-existing beliefs of what it means to be a teacher and teacher identity. As a result, he shifted his teaching from a teacher centred approach to a student centred approach. 

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1. Accept given question.
2. Are directed to collect certain data.
3. Are provided with evidence.
4. Are provided with connections.
5. Form reasonable and logical argument to communicate explanations.

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1. Syllabus connections – content, Working Scientifically & general capabilities

2. Differentiation

3. Practicality

4. Constructivist/Inquiry-based teaching

5. Engaging – content and resources

6. Promote higher order thinking?

7. Resource appropriateness and integration (website)

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Beaker:
Prediction - The arrow through the beaker will not change direction (left).
Observation - The arrow reversed direction (pointed right).
Explanation - Refraction caused by the curve of the cylindrical beaker affected the appearance of the arrow. As the curve occurs along the vertical axis (up and down), refraction does not occur along the horizontal axis.
Florence flask:
Predict - The arrow will invert (upside down)
Observe - The further away from the flask, the arrow inverted vertically AND horizontally. The closer to the flask, the arrow was only magnified.
Explanation - Spherical shape of the flask refracts light in all directions, resulting in horizontal and vertical inversion.

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1. Accept a given question / Sharpen or clarify question provided (generating more questions from original teacher questions)
2. Determine what constitutes evidence and collect it (product design and prototyping)/ Directed to collect certain data (data sheet)
3. Formulate their own explanation after summarising evidence (explanation of why their designs did not work based on their own evidence).
4. Are given possible connections / are directed towards sources of knowledge (collaborative discussion).
5. Are coached in development of communication.

~ Would use both approaches - just depends on time and place. POE useful for individual lessons, 5E useful for long-term projects & at end of the year.

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- Biology: Studying the anatomy of the eye
- Biology/EES: Comparative anatomy (compare with human)
- Physics: Extension work on lens & light interactions - real world example
- Ethics in science: Animal dissections

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Program builder was quite easy to use, it kept everything neat and made creating the program easy. I liked using it. Didn't have to design a format, it was already done.
Creating Criteria was done as a class which made the expectations clear. Good to hear other groups feedback and what they prioritised as important for the program.
Providing feedback was good to see other groups ideas and what they did for their inquiry lesson. It made us think of flaws we may of had in our lesson. Showed us different ways to include inquiry-based learning in lessons.
Reviewing feedback provided us with good insight, but could of been more in depth (first lesson had no feedback). Feedback from teacher could of been more constructive and critical

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Task 2: How will you integrate biology and physics for stage 4 and 5 students?

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Task 2: How will you integrate biology and physics for stage 4 and 5 students?

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Predictions:

-    Candle flame uses oxygen in the beaker

-    Volume of air decreases due to oxygen being used up

-    Water rises

-    Will water rise faster with more candles, or to higher level?

Observations:

-     2-3 candles: No difference. Water rose to same level

-     6+ candles: Water rose to higher level

Questions:

-     Why does water keep rising when flame is out?

-     Water droplets on the glass – condensation on cooler glass (beaker maintained low temperature)

-    Consider the carbon dioxide produced by flame

Explanations:

-    Possible reasons: Expansion of water, or reduction in air volume?

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Item 1 -
Answer = D.  Reason = 1

Item 2 -
Answer = D. Reason = 1

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Conceptual understanding

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Data collection:
- Temperature of water.
- Effect of adding salt to boiling point of water.
- pH probes.
- temperature of soil with direct sunlight and indirect; for example the difference of seasons activity.

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Students undergo conceptual change for example when learning about seasons - they think it occurs due to a varying distance between the sun and Earth during the seasons. It is actually due to the axial tilt of the Earth and the revolution of the Earth around the sun. When it is summer in Australia the southern hemisphere is tilted up towards the sun and receiving direct sunlight.

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Enthusiastic teacher aiming to produce inquiry based learning experiences for the students. Assessing and providing feedback to students through formative means including peer assessment. Engage students in the learning process by using the 5E's learning mode

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Identify as a science teacher:
- Inquiry-based approaches that focus on the student and their learning experience
- Providing a flexible learning environment and positive classroom climate
- Authentic classroom environment - focus on real-world issues student-interest

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- ICT improves the educational outcomes for students.
- Prefer to watch the lecture live in the classroom.

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Teachers are still needed to facilitate the learning process and show/explain students simpler ways to understand material or concepts.

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Also submitted on Google drive
https://docs.google.com/document/d/1ndSOtgph6xXd8yIu5fmw2DoRlFMDX9zlJkBWBd6wED0/edit?usp=sharing

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What did you have to do?
- Build an online learning module
- Present a vignette of the learning module

What were you assessed on?
- Our ability to integrate a technology into three lessons
- The development of the website as a student resource

How were you assessed?
- Quality of the learning resource
- Integration of the identified technology
- Presentation
- Pedagogical justification

How was the experience like?
- Way more engaging than a report or essay

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Video creation on skill acquisition in PDHPE -high school experience. Create a video to present based on the theory of skill acquisition and linking that to learning a new skill. Assessed on the ability to understanding and implement the theory to learning a new skill. Assessed on the video presentation. Experience was more engaging as it was a project based learning style assessment, which was enjoyable in comparison to the typical pen and paper assessment.

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1. Building a model drawbridge - performance/authentic.

2. Writing an essay on how a water rocket works - alternative - evaluating writing skills.

3. A collection of physics experiment reports written over a school term - portfolio.

4. A debate on whether a nuclear power plant should be built in Singapore - performance/authentic.

5. Finding the best way to bring an injured eagle out of a rainforest through computer simulation - authentic.

6. Oral presentation of how a DC motor works - performance.

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1.  Specific characteristics/structure of that task that made it effective
- Made the task into a debate.
- Prepared resources ahead of time.
- Detailed rubric (broken down so the students know what is required).
- Authentic/real-world context (petrol, cars).
- Integration of technology.
- Spoken, visual written modes.

2.  Approaches have been used by the chemistry teacher to enhance the requirement for higher order thinking/processing in the assessment task
- Sequential learning. Need to complete prerequisite work before continuing on.
- Constant teacher observation.

3.  Considering the approach taken in designing the assessment task, how long do you think it would take for the task to be completed?
- Take a period of weeks (3 approx.)
- Relatively short term

4. For an assessment task that takes more than two to three periods to complete, what would you include in the task documentation to support students to remain organised throughout the task?
- A log book.
- Plan/timeline/checklist.
- Portfolio style assessment.

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1. What did you have to do?
Investigate a medical microbiology case study to identify a medical diagnosis

2. What were you assessed on?
Ability to analyse a case study with background information and conduct research into possible causes and the practical tests necessary for the medical diagnosis.

3. How were you assessed?
- Practical component with techniques
- Logical reasoning for conducting tests on a particular specimen
- Portfolio with research and results à Feedback provided each week
- Weekly progress presentations and a final presentation to academic staff
- Questioning following the weekly and final presentations

4. How was the experience like?

Stressful but engaged meaningful learning. The impending presentation at the end encouraged efficient working and achieving desired results.

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https://docs.google.com/document/d/1cTHw87KRJrGWxn0hUYasWED__DWQwa-8-heHyuiRJao/edit?usp=sharing

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We nearly made it.

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Monique, Amalina, Chris and Muska.

We all participated in this padlet, through discussion, sharing media or moral support.

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Sorry Chris.