https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq en-us 2017-11-26 10:57:55 UTC 2017-12-12 18:30:36 UTC hello@padlet.com dearbhla_corbett5 https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210121650 In this lecture we were asked to reflect on what we see as the role of a teacher on post-it notes and stick them to the whiteboard. This allowed me time to think about how I want to conduct my classes and to gain the respect of students when I am on placement.
We were also briefed on the new Junior Cycle specifications. I gained a better insight into the concept of self-assessment amongst a class and to how each section of science can be drawn together. (Physical and Chemical world for example.).

We were set with the task of assigning renewable energy resources to various villages on a map.
In groups, we considered all of the positives and negatives of each resource and its placement on the island. We worked well together as a team, with each of us taking on different roles - Speaker, scribe, researchers. We made a poster presentation to represent our findings and decisions. In doing this we learned to work better as a team and to listen to each others ideas. At the end of the presentation we were asked within our groups to use a rubric to critique how we worked together. This is a form of self-assessment that allowed us to identify our strengths and weaknesses and to improve our own personal skills.
This task would be effective to use in the classroom as it targets many different strategies and skills. The fact that it involves group work will allow students to improve social skills and communicative skills that are not accessible in individual work.
The necessity of deep thinking in this task draws upon the skills of managing information and thinking. If a student is simply provided with definitions and merely told answers to questions they cannot improve on this skill.]]> 2017-11-26 10:58:24 UTC https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210121650 dearbhla_corbett5 https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210123768 In this lecture we looked at classroom management tools. For example, using the traffic light system where students use a red, orange or green cup to indicate how they are getting on with a task. Also, using lollipop sticks with student names on them to draw students at random. This can be altered for particular students by putting extra markings on the lollipop sticks if necessary.
We discussed the concept of think-pair-share and methods of feedback such as, Padlet, mini whiteboards, iPads in the classroom.

We were given the task of making a test for the acidity or basicity of various fruits and veg. This task was very hands-on in preparing the food for testing. I think that students would very much enjoy this task in the classroom as it will allow them to really get involved in the given task rather than just learning definitions from a book. It would allow them to improve their skills of managing information and thinking. The group work would also allow them to improve communication skills and working well with others.
We were asked to create a poster presentations to showcase our findings. In this we were challenged with our creative skills and again, working with others.
At the end of each group's presentation we had to mark them out of ten. This is a form of peer-assessment that I do not think is as effective as self-assessment. Students are more likely to mark their peers with high scores the realistic ones. I would use this method sparingly in the classroom.]]> 2017-11-26 11:18:58 UTC https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210123768 dearbhla_corbett5 https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210123818 We were introduced to the topic of Astronomy by being given 4 statements and one question. This task looked into the concept of why it is colder in Ireland in the Winter and warmer in the Summer. Is this to do with where the sun lies at these times? Do plants need sunlight to make food to grow and why do plants grow best in summer. We had to discuss these concepts in groups and then as a class. This allowed us to work on our communicative skills. 
We then reviewed the learning outcomes from the Junior Cycle Specification relating to this topic and found that this task related to 'Nature of Science' and 'Earth and Space'.
Next, we were given torches, globes and various other items to experiment with to explain the seasons. This task was interesting as we found some unexpected results.
We viewed a simulator on 'Reasons for the Seasons', explaining further the idea of distance and location of the sun in relation to Ireland at different times of the year.
We then placed our globes in cut-out paper cups and positioned the North-South axis at 0 degrees and 23 degrees. We counted the visible lines of longitude and determined the length of the day at the solstices and equinoxes. We found that there are 24 latitude lines that correspond to each hour of the day.
We played around further with the experiment using the torch to investigate how the tile of the axis and shape of the earth affect length of a ray distribution on earth.
We also used a protractor to investigate how the angle of incidence affects the area and intensity of illumination on the globe.
At the end of the experiment we created a poster to display out findings to the class.
This task draws upon many key skills such as - being literate, communicating, working with others, being creative, being numerate and managing information and thinking. This would be a highly effective task to include in a lesson plan as it will maintain students' attention and allow them to improve many of their key skills.]]> 2017-11-26 11:19:39 UTC https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210123818 dearbhla_corbett5 https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210126133 In this lecture we looked into a task focusing on Nature of Science.
We were given boxes labelled 1-6 and posed with the question 'What is in each box?'. We had to work in our groups to try to identify, without opening the box, what was in each of the 6 boxes. This task was quite difficult as many of the contents sounded similar or weighed the same so we had to use sheer guesswork to try to identify the contents. We had to write out guesses on post-it notes. At the end of the task we were not told what was in each of the boxes. We were told that the reasoning behind this was that in science you cannot always find out an exact answer to your questions. We compared findings with other groups and discussed as a class the reasoning behind each of ur guesses.
I think in the classroom, this task would frustrate students. I left this lecture haunted by the unidentified objects in each box. I think that this is a reasonable way of portraying to students that they cannot always just demand an answer in science. Final answers require lots of research and experimenting and even at that they may not be a final answer.
I would use this task in the classroom to help students to improve their skills of working with others, being literate and communication.
We were also given the task of deciding whether animal testing in science should continue or not. We were given worksheets in groups to fill out based on various ethical opinions on the topic. We were also given role-play cards and had to argue the point of our given character. This allowed us to really think deeply about the topic in question.]]> 2017-11-26 11:43:50 UTC https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210126133 dearbhla_corbett5 https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210126239 In this lecture we were faced with the topic 'Mission Starlight'. We had to explore open and set investigations on UV beads. To do this, we used a UV flashlight to show the colour of the beads and then grouped each of the beads in their similar colours, measuring them against a colour grid. We found this hard to do as the beads lost their colour quite quickly. We also had different coloured plastic that we used as a barrier for the light to investigate which was the most effective in protecting the beads from the UV light. We prepared a presentation of our results to showcase to the rest of the class.
This task involved many of our key skills such as - communicating, working with others, being creative, managing ourselves and managing information and thinking.
It would be a simple but effective task to introduce the concept of UV light to students. It is a hands-on task that i think they would find very interesting. It would be far more interesting than simply reading chapters of information and learning off theory. This allows students to form they own theories and hypotheses on this topic.]]> 2017-11-26 11:45:00 UTC https://padlet.com/dearbhla_corbett5/91wcrdcwfpmq/wish/210126239