Currently in our school two members of staff are on long term sick. Neither of them know exactly when they will be coming back, although both know that they are not coming back in the short term.
So why are we using cover supervisors and supply teachers to cover their lessons? Are there really no supply teachers available in my area that would work week to week and are capable of taking on a timetable including the planning time?
I personally think that this stance by our management team puts pressure on the sick member of staff and pressure onto the reaming staff members, causing resentment between members of a team.
On top of all of this at my current school absent staff are expected to set their own cover. Should a long term sick person be expected to do that? Should any member of staff who is sick be expected to do more than give an idea of the topic or objectives.
Interestingly another poorly (short term, it is flu) colleague is having an issue with setting cover work that is not being completed by the covering teachers. This high lights another issue with the sick and absent staff member trying to monitor their own groups via email from home.
Management teams need to be aware of how the decisions they make affect staff members and middle managers need to fight their corner to ensure their team are minimally effected and that learning is unaffected as much as possible by an absent staff member. Staff are important and how you treat them when they are at their lowest is a mark of how a school respects them.
- Posted using BlogPress from my iPad
Wednesday, 18 April 2012
Tuesday, 17 April 2012
Using APP (badly) to improve engagement in my classroom
This year I have been teaching a course called Segue to my year 9 students. I have used Wikid before, a course from the same people for year 7 & 8, but I haven't been as impressed by that as I have by Segue.
For those who don't know the course consists of two or three lessons followed by an APP assessment. The lesson plans are thorough and included objectives that give a detailed picture of the ideas the students should be using.
After the first few teaching cycles my students latched onto the APP level criteria from the assessments. They wanted to get better. On top of this one of my groups starting getting upset and put off science because they were "the bottom set". So I started sharing APP levels with the groups in every lesson by writing them on the white board during my break or lunch before the lessons.
I would pick a stand of one of the assessment foci and write up the level 3-6 or 7 sentences corresponding to that idea.
Yes, the students were still interested in numbers: "does that make me level 6?" was asked quite a lot. "Could you do that independently?" is my reply to that question, followed up with "but now you know what to do next time to get to level 6".
By using APP in this way I was able to engage my groups, increasing their motivation and confidence. It has been an incredibly useful tool encouraging students to ask "what do I need to do to get better", and this was a regular question in my lessons.
There are a lot of statements in the key stage 3 APP grid; I just keep a laminated colour copy in my teaching files. I have started to pick up patterns and find strands that I like, but still don't know it that well. I have to plan the assessment into the lessons, but the rewards have been well worth it.
- Posted using BlogPress from my iPad
For those who don't know the course consists of two or three lessons followed by an APP assessment. The lesson plans are thorough and included objectives that give a detailed picture of the ideas the students should be using.
After the first few teaching cycles my students latched onto the APP level criteria from the assessments. They wanted to get better. On top of this one of my groups starting getting upset and put off science because they were "the bottom set". So I started sharing APP levels with the groups in every lesson by writing them on the white board during my break or lunch before the lessons.
I would pick a stand of one of the assessment foci and write up the level 3-6 or 7 sentences corresponding to that idea.
Yes, the students were still interested in numbers: "does that make me level 6?" was asked quite a lot. "Could you do that independently?" is my reply to that question, followed up with "but now you know what to do next time to get to level 6".
By using APP in this way I was able to engage my groups, increasing their motivation and confidence. It has been an incredibly useful tool encouraging students to ask "what do I need to do to get better", and this was a regular question in my lessons.
There are a lot of statements in the key stage 3 APP grid; I just keep a laminated colour copy in my teaching files. I have started to pick up patterns and find strands that I like, but still don't know it that well. I have to plan the assessment into the lessons, but the rewards have been well worth it.
- Posted using BlogPress from my iPad
Location:Cabot Close,Bristol,United Kingdom
Monday, 9 April 2012
What should the aims of a key stage 3 science curriculum be?
After being asked by a colleague via twitter what the aims of a ks3 scheme should be I reflected that although I have complained within this blog about the quality of the key stage 3 schemes at my school I have not written anything about what the schemes should be like.
When considering what key stage 3 should develop in my students I wrote a list of skills:
Investigating skills -
Drawing a table
Calculating averages
Drawing graphs including, choosing scales, picking the right sort of graph, drawing a line of best fit
Identifying patterns in data and in graphs
Identifying anomalies
Following a procedures/methods
Choosing equipment
Identifying variables, including ones to investigate, measure and control and the language associated with variables and fair testing
Describe how to make an experiment a fair test
Carry out a risk assessment
Using measuring equipment appropriately
Recognising the value in repeats
Understanding the vocabulary especially reliable, reproducible, repeatable, precise, valid, fair, sensitivity, and range
Evaluating procedures
Evaluating data
Comparing primary and secondary data
Making predictions and hypothesises, generating questions to investigate
Construct arguments/conclusion using evidence
Identify primary and secondary data
Communication skills -
Correctly using the language such as bias, theories, laws, principles,
Recognising bias in science articles
Using secondary sources
Identifying the work of a scientist and different types including how they work together
Describe how ideas can be developed
Use Internet and books to carry out research
And thinking skills - grouping, ordering, prioritising, classifying, identifying relationships, probability, using sizing, ratio, using abstract models
However, the vast majority of this can be found on the APP grid. (As much as this is disliked by many).
But just developing skills is not enough in my opinion. You also have to engage students in science, help them see the relevance to their every day lives. Future morph has great ideas relating science to our every day lives and sources for this, for example: http://www.futuremorph.org/teachers/viewitem.cfm?cit_id=4834
It is also vital that students get an idea of what science can and can't do; what is meant by science enquiry; and that science idea evolve and change as more evidence comes to light. To often science is taught and thought of as absolute truths, when in reality it is evolving.
- Posted using BlogPress from my iPad
When considering what key stage 3 should develop in my students I wrote a list of skills:
Investigating skills -
Drawing a table
Calculating averages
Drawing graphs including, choosing scales, picking the right sort of graph, drawing a line of best fit
Identifying patterns in data and in graphs
Identifying anomalies
Following a procedures/methods
Choosing equipment
Identifying variables, including ones to investigate, measure and control and the language associated with variables and fair testing
Describe how to make an experiment a fair test
Carry out a risk assessment
Using measuring equipment appropriately
Recognising the value in repeats
Understanding the vocabulary especially reliable, reproducible, repeatable, precise, valid, fair, sensitivity, and range
Evaluating procedures
Evaluating data
Comparing primary and secondary data
Making predictions and hypothesises, generating questions to investigate
Construct arguments/conclusion using evidence
Identify primary and secondary data
Communication skills -
Correctly using the language such as bias, theories, laws, principles,
Recognising bias in science articles
Using secondary sources
Identifying the work of a scientist and different types including how they work together
Describe how ideas can be developed
Use Internet and books to carry out research
And thinking skills - grouping, ordering, prioritising, classifying, identifying relationships, probability, using sizing, ratio, using abstract models
However, the vast majority of this can be found on the APP grid. (As much as this is disliked by many).
But just developing skills is not enough in my opinion. You also have to engage students in science, help them see the relevance to their every day lives. Future morph has great ideas relating science to our every day lives and sources for this, for example: http://www.futuremorph.org/teachers/viewitem.cfm?cit_id=4834
It is also vital that students get an idea of what science can and can't do; what is meant by science enquiry; and that science idea evolve and change as more evidence comes to light. To often science is taught and thought of as absolute truths, when in reality it is evolving.
- Posted using BlogPress from my iPad
Location:Bristol, UK.
Friday, 6 April 2012
Using journals to help improve my teaching
I am a member of the ASE, which means that I receive the journal School Science Review four times per year.
I am also a member of the IoP and have subscribed for £50 per year to get the journal Physics education that is printed 6 times per year. I was told by the nice lady on the phone that I could get access to the online version of Physics Education via the IoP website, but I knew that already and I had only once logged in to view Physics Education. A paper copy would be much more useful, and it has proven to be.
In January's edition of Physics Education I very much enjoyed the article "The electric vocabulary". In a previous school year I was told to write a research lesson where the students studied the history of electricity and magnetism. The lesson plan was that the students researched a particular person and produced a mind-map/poster about them using prompts that I had given. As a plenary to see how good the research had been I gave the whole class a quiz and they had to find the answers on the posters the others had created. (This lesson was over two hours long). The idea being that by working through the quiz they would see the progression of ideas. However, the article by James Sheilds gave a different slant to the progression of science ideas through the development of electricity. By focussing on the language I would be able to introduce other aspects of literacy to this type of lesson.
I also appreciate the article on "Teaching waves with Google Earth", which gives locations where phenomena such as diffraction has been seen. I plan to explore and see what I can find in the locality and beyond. This should help engagement with waves and allow my students to see the science in their every day lives.
I have written a blog post recently about sharing practice and I find School Science Review useful for finding out about projects that other science teachers and departments have been doing. The first article I used was one about a group of year 11 students learning about environmental science by making their own gardens. We tried to replicate this with a group of year 8s, which was fun.
The latest edition of SSR is themed on space education. I read with interest an article about a school who has based all their year 8 science on space to help improve enjoyment and engagement in science. The article was of interest to me. I have been involved in writing a home-made scheme of work and don't recognise the advantages in the way that the author of the article does, so it was interesting to read. Can I manage to get a department to write a scheme of work and take ownership of it?
I have copied articles for other members of staff, and as a result we have bought mini scale chemistry equipment, taken part in STEM activities and I have learned about implementing AfL. On top of all that that the book reviews are very useful.
The final Journal I subscribe to is Science in School. It is a pan-European journal that covers all science topics. It includes cutting edge science, teaching materials and resources that can be copied for use and interviews with real scientists. Often I find the resources are slightly on the edge of what I teach, but I also like this as I learn from what they write. The journal can be accessed by students as it is laid out more like a magazine, which makes it a potential teaching resource too.
I am not a member of RSC, so I don't get to read education in Chemistry. It is possible to subscribe, but I have decided not to spend the money. Hopefully I will get a copy at my new school, and if not then I may ask the school to pay for the subscription.
I hope that I can pay more attention to the journal articles and as a result they can impact on my teaching.
- Posted using BlogPress from my iPad
I am also a member of the IoP and have subscribed for £50 per year to get the journal Physics education that is printed 6 times per year. I was told by the nice lady on the phone that I could get access to the online version of Physics Education via the IoP website, but I knew that already and I had only once logged in to view Physics Education. A paper copy would be much more useful, and it has proven to be.
In January's edition of Physics Education I very much enjoyed the article "The electric vocabulary". In a previous school year I was told to write a research lesson where the students studied the history of electricity and magnetism. The lesson plan was that the students researched a particular person and produced a mind-map/poster about them using prompts that I had given. As a plenary to see how good the research had been I gave the whole class a quiz and they had to find the answers on the posters the others had created. (This lesson was over two hours long). The idea being that by working through the quiz they would see the progression of ideas. However, the article by James Sheilds gave a different slant to the progression of science ideas through the development of electricity. By focussing on the language I would be able to introduce other aspects of literacy to this type of lesson.
I also appreciate the article on "Teaching waves with Google Earth", which gives locations where phenomena such as diffraction has been seen. I plan to explore and see what I can find in the locality and beyond. This should help engagement with waves and allow my students to see the science in their every day lives.
I have written a blog post recently about sharing practice and I find School Science Review useful for finding out about projects that other science teachers and departments have been doing. The first article I used was one about a group of year 11 students learning about environmental science by making their own gardens. We tried to replicate this with a group of year 8s, which was fun.
The latest edition of SSR is themed on space education. I read with interest an article about a school who has based all their year 8 science on space to help improve enjoyment and engagement in science. The article was of interest to me. I have been involved in writing a home-made scheme of work and don't recognise the advantages in the way that the author of the article does, so it was interesting to read. Can I manage to get a department to write a scheme of work and take ownership of it?
I have copied articles for other members of staff, and as a result we have bought mini scale chemistry equipment, taken part in STEM activities and I have learned about implementing AfL. On top of all that that the book reviews are very useful.
The final Journal I subscribe to is Science in School. It is a pan-European journal that covers all science topics. It includes cutting edge science, teaching materials and resources that can be copied for use and interviews with real scientists. Often I find the resources are slightly on the edge of what I teach, but I also like this as I learn from what they write. The journal can be accessed by students as it is laid out more like a magazine, which makes it a potential teaching resource too.
I am not a member of RSC, so I don't get to read education in Chemistry. It is possible to subscribe, but I have decided not to spend the money. Hopefully I will get a copy at my new school, and if not then I may ask the school to pay for the subscription.
I hope that I can pay more attention to the journal articles and as a result they can impact on my teaching.
- Posted using BlogPress from my iPad
Wednesday, 4 April 2012
Using Simulations in the Classroom
Due to the AFL strategies and observation foci I am well aware of how I should be using questioning in the classroom; aware of how I should be making learning outcomes clear and comment marking; I am also aware that I should have a variety of activities to engage the Learners. I am also in the process of considering the effectiveness of practicals in lessons as there is some degree of thought that a well designed demonstration is more helpful to learning than a practical.
However, I have never considered the effect and advantages of using simulations. Until now.
I have been involved in a project run by the science learning centres and Sheffield Hallam University, as part of which I have decide to use simulations more and see the impact.
Sheffield Hallam University kindly gave me access to sunflower learning for my students and myself. I used it with year 11 to look at split ring commutators and slip rings on the ac generators. The students accessed the software in a variety of ways. Some using the activities that you can set for the students, others just playing with the software without direction. Those that understood best were ones that I questioned and lead through the activities by my questioning. You can make your own resources for the students to use, and I expect that this would be my next step. It would help me and the students focus more closely on the learning objectives that I feel are best approached using the simulations instead of other teaching methods.
I have also used PHeT with year 12. This was to demonstrate the photoelectric effect. It took longer to log onto the computer than for the students to realise there is a threshold frequency. I wait to see if the students remember this experience more because they found out through a simulation.
Although the project has finished I want to continue to see the impact on my teaching and the learning of others of using simulations. My main issue is that at my current school we have access to laptops making it quick and easy to use a simulation as an activity in a lesson. At my new school I will have access to a computer lab, but using computers for 20 minutes of a lesson is going to be as practical.
- Posted using BlogPress from my iPad
However, I have never considered the effect and advantages of using simulations. Until now.
I have been involved in a project run by the science learning centres and Sheffield Hallam University, as part of which I have decide to use simulations more and see the impact.
Sheffield Hallam University kindly gave me access to sunflower learning for my students and myself. I used it with year 11 to look at split ring commutators and slip rings on the ac generators. The students accessed the software in a variety of ways. Some using the activities that you can set for the students, others just playing with the software without direction. Those that understood best were ones that I questioned and lead through the activities by my questioning. You can make your own resources for the students to use, and I expect that this would be my next step. It would help me and the students focus more closely on the learning objectives that I feel are best approached using the simulations instead of other teaching methods.
I have also used PHeT with year 12. This was to demonstrate the photoelectric effect. It took longer to log onto the computer than for the students to realise there is a threshold frequency. I wait to see if the students remember this experience more because they found out through a simulation.
Although the project has finished I want to continue to see the impact on my teaching and the learning of others of using simulations. My main issue is that at my current school we have access to laptops making it quick and easy to use a simulation as an activity in a lesson. At my new school I will have access to a computer lab, but using computers for 20 minutes of a lesson is going to be as practical.
- Posted using BlogPress from my iPad
Location:Rudgleigh Ave,Bristol,United Kingdom
Monday, 2 April 2012
Coursework vs Controlled assessment and "cheating"
The pressure to get high results is overwhelming. There is a level of competition between staff to see who is "outstanding" by getting the best value added for their class. On top of which the school adds pressure for every child to get 5 grades despite their predictions, ability and inclinations.
When I worked in the West Midlands we had a student who arrived on deadline day with a brilliant piece of coursework. We were suspicious, but what are you going to do? Shoot yourself and your results in the foot? So I do agree that cheating had to be reduced, it isn't fair that students can download an A-grade piece of work with no effort.
However, it also isn't fair that I have to spend every night after school supervising coursework. Doing it over and over with students because the grades aren't high enough. Walking on the edge of what is allowed in terms of support.
The ALT published the results of a survey today saying that I am not the only member of the teaching profession feeling the pressure. Infant teachers who inflate grades, and respondents that claim their professionalism is being squeezed by the pressure on results.
http://www.bbc.co.uk/news/education-17564311
I don't envy the awarding bodies getting the balance right under commercial pressure and political pressure. The shifting sands of Gove's educational policies and vision affect all of us in education.
- Posted using BlogPress from my iPad
When I worked in the West Midlands we had a student who arrived on deadline day with a brilliant piece of coursework. We were suspicious, but what are you going to do? Shoot yourself and your results in the foot? So I do agree that cheating had to be reduced, it isn't fair that students can download an A-grade piece of work with no effort.
However, it also isn't fair that I have to spend every night after school supervising coursework. Doing it over and over with students because the grades aren't high enough. Walking on the edge of what is allowed in terms of support.
The ALT published the results of a survey today saying that I am not the only member of the teaching profession feeling the pressure. Infant teachers who inflate grades, and respondents that claim their professionalism is being squeezed by the pressure on results.
http://www.bbc.co.uk/news/education-17564311
I don't envy the awarding bodies getting the balance right under commercial pressure and political pressure. The shifting sands of Gove's educational policies and vision affect all of us in education.
- Posted using BlogPress from my iPad
Location:Cabot Close,Bristol,United Kingdom
Professional Development Targets - what's yours?
We have been recently been asked to fill in a questionnaire about what are professional development priorities are.
I have put that I want to gain Chartered Science Teacher Status, and I also want to work more with STEM related organisations to support students in seeing science in their every day lives.
Other colleagues: HoD, HoF, HoY, SLT etc. only one person I know has answered "to be the best teacher possible".
Is being a teacher about teaching or reaching the top?
I am not sure where my answer puts me!
- Posted using BlogPress from my iPad
I have put that I want to gain Chartered Science Teacher Status, and I also want to work more with STEM related organisations to support students in seeing science in their every day lives.
Other colleagues: HoD, HoF, HoY, SLT etc. only one person I know has answered "to be the best teacher possible".
Is being a teacher about teaching or reaching the top?
I am not sure where my answer puts me!
- Posted using BlogPress from my iPad
Subscribe to:
Posts (Atom)