TEP387 2018 A1 Group 5 by Hye-eun Chu https://padlet.com/hyeeun_chu/2xf6ifrnqpxk Made with a stroke of good luck en-us 2018-02-28 01:52:30 UTC 2026-03-17 21:32:25 UTC hello@padlet.com Group Members jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236245451 Juvenile Jacob (Leader)
Just Jason
Lucky Luke
Amazing Amanda
Shaun da Sheep
Jazzy Josh]]> 2018-02-28 03:34:35 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236245451 Classroom Rules jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236245968 No food or drink in the laboratory
Keep your belongings out of the walkways
Be respectful to each other

]]> 2018-02-28 03:37:35 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236245968 Sean (the Sheep) sean_hacobian https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236245972 2018-02-28 03:37:36 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236245972 Two Common Reasons jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236246875 It will enhance our teaching skills
We are passionate about science - e.g. genetically bio-engineer unicorns]]> 2018-02-28 03:42:36 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236246875 How We Support Each Other jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236248238 Communication is essential
Build on our strengths and work on our weaknesses
Being positive and proactive
We're all in this together]]> 2018-02-28 03:49:23 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236248238 Questions for Teaching luke_baczynskyj https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236253681 1. Engaging, enthusiastic, happy, approachable, inspiring, knowledgeable
2. Relevant information, why its cool, how it relates to the world, science as a method
3. Exciting, collaborative, student focused, inquiry-based, real-world situations
4. Infectious excitement, get students involved, make students feel the science, holistic understandings]]> 2018-02-28 04:22:04 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236253681 Teacher jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236254864 2018-02-28 04:31:47 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236254864 Teacher Philo jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236254872 2018-02-28 04:31:49 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236254872 Teacher Philosophies jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236254878 Who will I be as a science teacher?
AITSL - accreditations
qualifications
reflections - professional and personal

What will I teach?
The NSW Science Syllabus - NESA
Topics and themes of relevance to adolescents - your students
Topics and themes you enjoy
Science inquiry processes

How will I teach it?
Engaging and relevant
Active  inquiry
High expectations
Accountable
21st century learning

Why do we teach it in a certain way?
Evidence-based practice
Reflection on action

These four questions are imperative in discerning the effectiveness of your teaching and what makes you a good teacher in your subject/discipline. 

"Reflection is the noblest path to wisdom." - Confucius]]> 2018-02-28 04:31:52 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/236254878 This is a handy reference for designing assessments! jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/238989371 https://syllabus.nesa.nsw.edu.au/support-materials/designing-programming/]]> 2018-03-07 03:42:17 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/238989371 https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/238991474 2018-03-07 03:55:35 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/238991474 The Science Syllabus Rationale jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/238991532 https://syllabus.nesa.nsw.edu.au/science/science-k10/rationale/

Key Ideas:
- Science is dynamic and continuous
- Integrated into real-life applications that are relevant and contextual
- Engagement and participation in the wider scientific community
- Build a scientific skill set that allows individuals to be active citizens and foster an innovative drive in improving the world ]]> 2018-03-07 03:55:51 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/238991532 Another helpful resource in understanding the curriculum! jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/238994676 https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/]]> 2018-03-07 04:18:27 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/238994676 Microteaching Topic jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/240391023 DNA and inheritance]]> 2018-03-09 23:05:48 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/240391023 Microteaching Topic https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/241700784 Energy conservation and efficiency]]> 2018-03-14 03:21:44 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/241700784 PMI https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244349720 Jacob Knowles
Plus
Very little students downtime. I managed to keep the students engaged for a majority of the class.
Minus
The visibility of the efficiency powerpoint was poor
Interesting
The responses given on the students exit tickets were highly varied but all of them I felt were great research questions that could be investigated further.]]> 2018-03-21 03:18:06 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244349720 PMI Micro Teaching jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244350335 Positive
Built on student responses to supplement understanding of content into discussion

Minus
Poor consistency in content - jumping between points and causing confusion
Assumptions were inconsistent between assumed prior knowledge and actual prior knowledge

Interesting
Students found the use of the whiteboard in explanations more effective than I anticipated]]> 2018-03-21 03:22:47 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244350335 PMI [V = λf, Stage 5 equivalent] sean_hacobian https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244350338
Plus: Students were active for most of the lesson, which 'should' translate as engagement.

Minus: The demonstration was not smooth, the content initially was not presented consistently.

Interesting: Asking students to write their names on worksheets is a good idea! 

Generally, the responses addressed the outcomes, however this could be attributed to prior knowledge and not because of the lesson. I also could not discern who wrote what in the event that a name wasnt provided on the worksheet.

More investigation required!


One aspect: 

Fluency of delivery. I am not experienced in a group-teaching environment, but I AM experienced in a 1v1 teaching environment. My experience tutoring music and maths 1v1 for several years has taught me that there as 'an art' to teaching, and that nailing down the art allows for greater fluency and engagement on the part of students. I realise that this comparison is anecdotal [will have to consult research as to determine what this suggests about pre-service vs service teacher differences in delivery], and that this will come in time and with practice.

All in all, it was an illuminating experience trying it a group lesson for the first time!


]]> 2018-03-21 03:22:48 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244350338 PMI amanda_yousif98 https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244350573 Plus - students were listening and engaged in the content. 

Minus - during my lesson my expectations should have been more based on the students speed rather than my own. Once completing my lesson I should have stated my expectations

Interesting - Students prior knowledge was more than what I expected.

]]> 2018-03-21 03:24:29 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244350573 PMI - Natural Selection https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244350995 Plus:
- Students satisfactorily grasped content, e.g. heritable traits and selective pressures
- Layout/sequence of content

Minus:
- Too much talking from me, not enough student participation
- No practical content, little student engagement
- Weak assessment material, not enough time and not very well thought-out
- Time management was not fantastic, went over the time limit
- Only one use of visual and/or auditory medium, needed more examples of differential instruction and variance in information delivery

Interesting:
- I noticed that students need a lot of time in assigned tasks, and the more specific the instructions, the better, as there was some confusion about the wording of my written task]]> 2018-03-21 03:26:46 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244350995 One aspect jacob_knowles https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244351010 I absolutely enjoyed my exit ticket exercise. The exercise was differentiated, engaging for students, there was no wrong answer and it gave valuable feedback to me as an assessment of student learning]]> 2018-03-21 03:26:51 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244351010 PMI luke_baczynskyj https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244351181 Plus: 
Used students’ knowledge/strengths (world experience) 
Prepared for questions e.g. where do I start?/What should I do? 
Good discussion 
Interesting Topic 
Minus: 
Hard to connect specific science ideas to the discussion 
Learning intention wasn’t clear from the start 
Hard to summarise due to time constraints 
Lack of visual aid
Interesting: 
Topic was very deep, could’ve gone more in depth 
Could be expanded to be a research topic/homework
]]> 2018-03-21 03:28:14 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244351181 Clarifying learning intention luke_baczynskyj https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244352197 I think beginning the lesson by stating that the learning intention would be to look at issues around the world and discuss how different groups would view them would have been effective at making the lesson seem less disjointed. Framing the 'spheres' section of the lesson as revision instead of focusing on it from the start would have made it clear what the point of the lesson was, and enabled students to begin thinking about the topic in advance. I thought the individual pieces of the lesson were good, this would help them mesh together to be a more cohesive lesson overall]]> 2018-03-21 03:35:24 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/244352197 Level 6 Learning Continuum of Personal and Social Capability jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246753735 By the end of Stage 5:
Students should have competency in: 
- Appreciating diverse perspectives
- Contributing to a civil society
- Understand relationships ]]> 2018-03-28 03:33:28 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246753735 What was the perfect shape? https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246762020 2018-03-28 04:35:46 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246762020 Natural state of a body https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246762092 what is a body?
natural state?
whats it use?
clue...
trolley? bullet? rocket?
natural state of motion
using hand does what?
any forces on rocket?
everything on earth comes to rest, rockets don't
Why doesn't it seem right?
What force is stopping?


]]> 2018-03-28 04:36:40 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246762092 I-R-E questioning and discussion jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246762257 2018-03-28 04:38:57 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246762257 Every heard of Galilieo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246762567 2018-03-28 04:42:58 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/246762567 Light colours jacob_knowles https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250560332 ST3-7PW : Transfer of light
Begin with constructable experiments that provide evidence of light travelling in straight lines. Ask students to design their own experiment to prove this. ]]> 2018-04-11 04:42:32 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250560332 Light Exercise, related to Syllabus Outcomes sean_hacobian https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250561343 ST4-PW3: Energy in different forms.

e. investigate some everyday energy transformations that cause change within systems, including motion, electricity, heat, sound and light

ST5 - Additional Content:

- relate scattering and dispersion of light to everyday occurrences

Conclusion: Light exercise does not align well with syllabus outcomes. ]]> 2018-04-11 04:51:28 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250561343 jacob_knowles https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250565336 A cold is a viral infection, antibiotics don't work against viruses.

If Jane has some other illness that feels like a cold she may actually need antibiotics

The doctor will be able to give the best advice.]]> 2018-04-11 05:26:35 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250565336 Antibiotics joshua_brown21 https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250565342 - She does not need antibiotics, as a cold is caused by a virus
- Antibiotics will not work in curing her cold
- She should get bedrest
- If it is bothering her, she should still visit the doctor for advice]]> 2018-04-11 05:26:37 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250565342 Antibiotics & Colds sean_hacobian https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250565673 Colds are typically caused by viruses, and it is rare that microbes appear to be the cause of cold-like symptoms. Examination by a doctor can confirm whether someone has a bacterial infection.

Antibiotics only treat bacterial infections, NOT viruses. If someone has a cold, they should not take antibiotics, unless it has been confirmed that they additionally have a bacterial infection.

Of note: Viruses are not visible to the naked eye, unlike the cartoon would have readers believe. More likely, a doctor will default to assuming that one's cold symptoms are being caused by a virus after disproving a 'bacterial infection' hypothesis, rather than searching for a virus itself. :)]]> 2018-04-11 05:29:45 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/250565673 How to integrate Numeracy in the Science curriculum jason_depamaylo https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/262909875 Talking to students in understanding graphs and data from measurement
Putting such numerical problems in context of scientific analysis]]> 2018-05-23 04:41:57 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/262909875 How to help students understand numeracy in science sean_hacobian https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/262909964 - Establish contexts and applications. Numeracy can be used for data representation/graphs for e.g.
- Familiarisation with Excel!
- Connect use of numeracy in science to other areas. For e.g. numerical devices can be used to represent population distribution [geography], dating timelines [history], etc.]]> 2018-05-23 04:42:18 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/262909964 Outcome [PW4]: sean_hacobian https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/264430196
- Discuss the implications for society and the environment of some solutions to increase the efficiency of energy conversions by reducing the production of "heat energy".

Heat Energy - Climate Change? [more linked to CO2]. Generally, less warming = less sea level rise = less displacement of communities.

[Pollutants] E.G. China, Coal Burning, Solar Panel Mass Production?

]]> 2018-05-30 04:36:43 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/264430196 Ethical Considerations sean_hacobian https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/264435167
Considerations on 'when does life start'?

What are people's positions? Evidence? Justification.


"Teach students how to entertain a thought, without excepting it."

]]> 2018-05-30 05:34:12 UTC https://padlet.com/hyeeun_chu/2xf6ifrnqpxk/wish/264435167