I am really happy to find that my new department is a member of the institute of physics so gets a journal from them and also subscribes to New Scientist and the BBC Focus magazine.
I think that as a teacher it is important to keep abreast of current science advancements. It means that it is possible to make lessons relevant and current and answer students's questions with more confidence.
As head of faculty I get first dibs on the magazines, so I have spent an enjoyable morning reading two copies of new scientist and a copy of Focus magazine.
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Saturday, 5 May 2012
Chartered Science Teacher Status
I started the blog to help me communicate ideas to people on twitter, which I do occasionally, but also to help me collate evidence of continuing professional development for a charted science teacher application.
Because of the requirements of chartered science teacher status I will probably end up applying for Registered Science Teacher first. It will take two more years to collect the evidence and for me to know the person who will end up being my principle supporter, either the chair person of the West of England ASE committee or my head teacher.
However, reminding myself of this aim helps to focus the mind on what I should be writing about in the blog.
There is a certain level of knowledge a science teacher has to show before being eligible to apply for chartered science teacher status:
PART A Evidence of professional expertise and competence
1. Professional knowledge and understanding which provides the underpinning base for practice and includes:
a) a broad and up to date knowledge and understanding of science and science curricula related to the nature of their teaching;
b) a broad and up to date knowledge and understanding of teaching, learning and assessment specifically related to science education;
c) a knowledge of students and understanding of influences on them including developmental, cultural, gender and other contextual factors that might impact on their learning in science.
I believe that I can demonstrate this is knowledge I have. I have a clear vision for science education in my faculty and I am familiar with a wide range of pedagogical approaches. I have proven all of this recently for my threshold application too.
2. Professional practice which relates specifically to the development of effective teaching and learning strategies, including those which contribute to enhancing the quality of the educational experience of students and to the wider professional context of science education. This includes:
a) planning coherent programmes of teaching and learning in science that are intellectually challenging, emotionally supportive and physically safe;
b) engaging students in generating, constructing and testing scientific knowledge by collecting, analysing and evaluating appropriate evidence while at the same time looking for and implementing ways of extending students’ understanding of major ideas of science;
c) developing students’ confidence and ability to use scientific knowledge and processes to understand the world around them and make informed decisions through using a wide variety of strategies, coherent with learning goals, to monitor and assess students’ learning and provide effective feedback.
Again the statements above are not that dissimilar from the standards all teachers are held to, and I feel confident that I have examples of schemes of work I have planned and produce lesson observations, examples of students' work and personal reflective writings as well as data on test and exam results to back up the statements above. Although collecting evidence that reaches my satisfaction in these statements may take some time.
3. Professional attributes which are the overarching principles that characterise professional autonomy and relate to self-evaluation, collegial activity, personal responsibility and leadership. Specifically these include:
a) analysing, evaluating and refining teaching to improve student learning;
b) working collegially with colleagues and the wider professional communities to improve the quality and effectiveness of science education;
c) contributing to, and taking responsibility for, leadership, management and development of science teaching.
Again, if I think back I can satisfactorily say that I have done off of the things above in the last few years too.
PART B Impact on teaching & learning
The Registration Board is looking for evidence that those applying have engaged with reflection/scholarship/research that translates into an impact on teaching and learning in science. Eg “Because we introduced X, most teachers now do Y and in subjects/topics A and B, standards have risen” Evidence of impact can be qualitative or quantitative. Ask yourself the question “So what?”
I believe that this is my main sticking point. How can I prove that due to the work in part A I have had an impact on the practice of others and this has improved the experience for the students and the results? I feel in the last 8 months my impact has been minimal, however I have a massive opportunity to make an impact in my new school in the next two years.
The application for chartered science teacher should help me focus what I do onto things that will make an impact and are evidence based. I really hope to be a chartered science teacher by the summer of 2014.
- Posted using BlogPress from my iPad
Because of the requirements of chartered science teacher status I will probably end up applying for Registered Science Teacher first. It will take two more years to collect the evidence and for me to know the person who will end up being my principle supporter, either the chair person of the West of England ASE committee or my head teacher.
However, reminding myself of this aim helps to focus the mind on what I should be writing about in the blog.
There is a certain level of knowledge a science teacher has to show before being eligible to apply for chartered science teacher status:
PART A Evidence of professional expertise and competence
1. Professional knowledge and understanding which provides the underpinning base for practice and includes:
a) a broad and up to date knowledge and understanding of science and science curricula related to the nature of their teaching;
b) a broad and up to date knowledge and understanding of teaching, learning and assessment specifically related to science education;
c) a knowledge of students and understanding of influences on them including developmental, cultural, gender and other contextual factors that might impact on their learning in science.
I believe that I can demonstrate this is knowledge I have. I have a clear vision for science education in my faculty and I am familiar with a wide range of pedagogical approaches. I have proven all of this recently for my threshold application too.
2. Professional practice which relates specifically to the development of effective teaching and learning strategies, including those which contribute to enhancing the quality of the educational experience of students and to the wider professional context of science education. This includes:
a) planning coherent programmes of teaching and learning in science that are intellectually challenging, emotionally supportive and physically safe;
b) engaging students in generating, constructing and testing scientific knowledge by collecting, analysing and evaluating appropriate evidence while at the same time looking for and implementing ways of extending students’ understanding of major ideas of science;
c) developing students’ confidence and ability to use scientific knowledge and processes to understand the world around them and make informed decisions through using a wide variety of strategies, coherent with learning goals, to monitor and assess students’ learning and provide effective feedback.
Again the statements above are not that dissimilar from the standards all teachers are held to, and I feel confident that I have examples of schemes of work I have planned and produce lesson observations, examples of students' work and personal reflective writings as well as data on test and exam results to back up the statements above. Although collecting evidence that reaches my satisfaction in these statements may take some time.
3. Professional attributes which are the overarching principles that characterise professional autonomy and relate to self-evaluation, collegial activity, personal responsibility and leadership. Specifically these include:
a) analysing, evaluating and refining teaching to improve student learning;
b) working collegially with colleagues and the wider professional communities to improve the quality and effectiveness of science education;
c) contributing to, and taking responsibility for, leadership, management and development of science teaching.
Again, if I think back I can satisfactorily say that I have done off of the things above in the last few years too.
PART B Impact on teaching & learning
The Registration Board is looking for evidence that those applying have engaged with reflection/scholarship/research that translates into an impact on teaching and learning in science. Eg “Because we introduced X, most teachers now do Y and in subjects/topics A and B, standards have risen” Evidence of impact can be qualitative or quantitative. Ask yourself the question “So what?”
I believe that this is my main sticking point. How can I prove that due to the work in part A I have had an impact on the practice of others and this has improved the experience for the students and the results? I feel in the last 8 months my impact has been minimal, however I have a massive opportunity to make an impact in my new school in the next two years.
The application for chartered science teacher should help me focus what I do onto things that will make an impact and are evidence based. I really hope to be a chartered science teacher by the summer of 2014.
- Posted using BlogPress from my iPad
Location:Rudgleigh Ave,,United Kingdom
Friday, 4 May 2012
Teachmeet Clevedon Juicy Learning
Yet again another very successful teachmeet at Clevedon school.
The key note speaker was Jim Roberson, who is a discipline coach. He has a massive personality and I can see that he would be a big influence on disaffected teenagers. He said that "enthusiasm is caught not taught" and that discipline is "not what you do to yourself, but what you do for yourself". He went on to describe his approach as being RAP: R - respect (for yourself and others), A - accountability (for your actions and reactions), P - preparation (education will prepare you for the rest of your life). I really liked his opinion that your state of mind should NOT to be perfect, but to give it a try. He asked the teachers in the room "what is more important, having the right answer or everyone having an answer?" Jim summed up being saying that nothing is unrealistic and kids are not stuck at 14 years old.
During the evening there were two presentations by youngsters about how best they learn. Laura, Sophie and Agnes said they enjoy working independently, and on topics that are current. The boys who spoke also commented that they like lessons that have a context. Although I found some of what they had to say to feel like something SMT would say and not personal to the students I did latch onto the idea of topics being current and relevant, perhaps it is what I wanted to hear.
Noel Jenkins told the room about the fake planning notices that he has been using with his geography groups, getting the to think about how they would feel if a building had a dramatic change of use. He also showed how his groups have been making a landscape in a shoebox and writing about it to help show their understanding. He also praised the mission: explore website.
Alessio showed the audience how he had carried out a project using iBooks author to get a group of students to create a resource for other students to use. iBook author seems to be a powerful tool in encouraging students to share their ideas and practice writing to an audience.
Andy Hutt talked about using PowerPoint more powerfully. He championed using compfight.com to search for images you can use in presentations. He also gave the room a hand full of useful keyboard short cuts you can use during a presentation, such as being able to skip to the slide you want by typing in the number of the slide and pressing enter, or turning the screen black by pressing "B". He suggested using interactive textboxes if you wanted to leave a note for next lessons. His last suggestion was deceptively simple, but extremely useful: when using a lot of builds put a full stop only on the last one so you know where to stop in case o forgetfulness.
David Didau gave a quick burst through 25 ways to introduce learning objectives, from missing words out the students have to guess or making the keywords in to anagrams. He has given students ciphers to work out and jigsaws to do. Some colleague play hunt the objectives or use pictograms to get the students to work out what the objective is.
Gavin Smart showed us a app, "my study plan" that students can use to help organise a revision timetable. The app looked powerful, with students able to say which dates they would not be revising on and which exams were most important.
Dave Gale showed us a method for producing differentiated worksheets he calls "thoughts and crosses" where the students have to pick three tasks from the sheet from nine available, but they have to form a straight line. This stops students choosing only the easiest or shortest tasks to complete.
The evening ended with Jim Smith giving us ideas on how to deal with students who said "Sir/Miss I'm stuck". He commented that putting your hand up and waiting for help is not normal behaviour, you wouldn't do that if you found there were no tomatoes left in Teso. He suggested saying the following things to promote independence in response to a student saying "I'm stuck": 1. "OK, so do something different", 2. "What would you do if I gave you £1 million to be unstuck?" 3. "Imagine you were someone who is unstuck, what would you do?" 4. "Just do it wrong (then I have something to work with)" 5. "Choose someone else to help because I have clearly failed to teach you", 6. "What did you do the last time you were stuck?" 7. Play Billy Ocean "when the going gets tough" until they become unstuck. 8. Tell the students to come up with an answer and work backwards, 9. "OK, so what are you going to do?"
I really enjoyed teachmeet Clevedon, it is so nice to see as many teachers interested in their own cpd. My thanks to Mark Anderson for arranging it.
- Posted using BlogPress from my iPad
The key note speaker was Jim Roberson, who is a discipline coach. He has a massive personality and I can see that he would be a big influence on disaffected teenagers. He said that "enthusiasm is caught not taught" and that discipline is "not what you do to yourself, but what you do for yourself". He went on to describe his approach as being RAP: R - respect (for yourself and others), A - accountability (for your actions and reactions), P - preparation (education will prepare you for the rest of your life). I really liked his opinion that your state of mind should NOT to be perfect, but to give it a try. He asked the teachers in the room "what is more important, having the right answer or everyone having an answer?" Jim summed up being saying that nothing is unrealistic and kids are not stuck at 14 years old.
During the evening there were two presentations by youngsters about how best they learn. Laura, Sophie and Agnes said they enjoy working independently, and on topics that are current. The boys who spoke also commented that they like lessons that have a context. Although I found some of what they had to say to feel like something SMT would say and not personal to the students I did latch onto the idea of topics being current and relevant, perhaps it is what I wanted to hear.
Noel Jenkins told the room about the fake planning notices that he has been using with his geography groups, getting the to think about how they would feel if a building had a dramatic change of use. He also showed how his groups have been making a landscape in a shoebox and writing about it to help show their understanding. He also praised the mission: explore website.
Alessio showed the audience how he had carried out a project using iBooks author to get a group of students to create a resource for other students to use. iBook author seems to be a powerful tool in encouraging students to share their ideas and practice writing to an audience.
Andy Hutt talked about using PowerPoint more powerfully. He championed using compfight.com to search for images you can use in presentations. He also gave the room a hand full of useful keyboard short cuts you can use during a presentation, such as being able to skip to the slide you want by typing in the number of the slide and pressing enter, or turning the screen black by pressing "B". He suggested using interactive textboxes if you wanted to leave a note for next lessons. His last suggestion was deceptively simple, but extremely useful: when using a lot of builds put a full stop only on the last one so you know where to stop in case o forgetfulness.
David Didau gave a quick burst through 25 ways to introduce learning objectives, from missing words out the students have to guess or making the keywords in to anagrams. He has given students ciphers to work out and jigsaws to do. Some colleague play hunt the objectives or use pictograms to get the students to work out what the objective is.
Gavin Smart showed us a app, "my study plan" that students can use to help organise a revision timetable. The app looked powerful, with students able to say which dates they would not be revising on and which exams were most important.
Dave Gale showed us a method for producing differentiated worksheets he calls "thoughts and crosses" where the students have to pick three tasks from the sheet from nine available, but they have to form a straight line. This stops students choosing only the easiest or shortest tasks to complete.
The evening ended with Jim Smith giving us ideas on how to deal with students who said "Sir/Miss I'm stuck". He commented that putting your hand up and waiting for help is not normal behaviour, you wouldn't do that if you found there were no tomatoes left in Teso. He suggested saying the following things to promote independence in response to a student saying "I'm stuck": 1. "OK, so do something different", 2. "What would you do if I gave you £1 million to be unstuck?" 3. "Imagine you were someone who is unstuck, what would you do?" 4. "Just do it wrong (then I have something to work with)" 5. "Choose someone else to help because I have clearly failed to teach you", 6. "What did you do the last time you were stuck?" 7. Play Billy Ocean "when the going gets tough" until they become unstuck. 8. Tell the students to come up with an answer and work backwards, 9. "OK, so what are you going to do?"
I really enjoyed teachmeet Clevedon, it is so nice to see as many teachers interested in their own cpd. My thanks to Mark Anderson for arranging it.
- Posted using BlogPress from my iPad
Location:Clevedon, North Somerset
Wednesday, 2 May 2012
The Five E approach to lesson planning
Tomorrow evening I will be presenting at #tmclevedon, a Teachmeet at Clevedon school in North Somerset to the uninitiated.
I will be talking about using the 5 E model of lesson planning to help encourage a thinking classroom. I think that it has worked for me this year.
My presentation should be embedded below:
I have included an example of a lesson planned around the experiential learning cycle structure of planning lessons.
Personally, I find that the structure encourages me to do the plenary as the "story"/cycle isn't completed without it. The point of the lesson becomes the evaluation the students do and not the explanation that I give them. I hope this helps to build the thinking skills of my students.
Although I don't have the time or imagination to produce schemes to the quality of the segue scheme, I can still develop lessons and series of lessons that engage and motivate my pupils and help them to understand what they need to do to progress.
EDIT: the evening over ran and I didn't present in the end. It was an hour after it was supposed to finish when I was asked to go on. Next time!
- Posted using BlogPress from my iPad
I will be talking about using the 5 E model of lesson planning to help encourage a thinking classroom. I think that it has worked for me this year.
My presentation should be embedded below:
I have included an example of a lesson planned around the experiential learning cycle structure of planning lessons.
Personally, I find that the structure encourages me to do the plenary as the "story"/cycle isn't completed without it. The point of the lesson becomes the evaluation the students do and not the explanation that I give them. I hope this helps to build the thinking skills of my students.
Although I don't have the time or imagination to produce schemes to the quality of the segue scheme, I can still develop lessons and series of lessons that engage and motivate my pupils and help them to understand what they need to do to progress.
EDIT: the evening over ran and I didn't present in the end. It was an hour after it was supposed to finish when I was asked to go on. Next time!
- Posted using BlogPress from my iPad
Tuesday, 1 May 2012
New Job!
First day in my new school. I was very nervous yesterday as I planned my lessons, but deep down I have confidence in my ability to teach and to support my classes make progress.
The school is smaller than all the others I have worked in when you consider the number of students, but it is not geographically smaller and I can already see issues with how I will use my time arising because of the time spent moving around the site.
Supervising "prep" is something I have never experienced, although makes sense if students are to a) be able to have a variety of options available to them at GCSE, and b) learn the value of independent, quiet study. From the six students in the room with me this morning I can see youngsters who are organised and hardworking. They aren't making excuses or distracting themselves, but getting on with prep work. The atmosphere is productive and silent and will be of great support to me as I can bring my own work up to mark when I supervise these sessions.
In the evening prep was less easy to supervise, 88 students and it seems most have an excuse not to be in the room. They need the library, the IT suite, to go to music. Once I know the students I imagine that supervising the session will not be as difficult.
The students are very polite and ask before doing anything. "Please can I get some paper, and please can I return my book", they thank me for holding open a door and smile at me encouragingly when they see me in the corridor.
Lunch was an experience: I still have indigestion. The girls serve, clear and bring the next course. I was amazed by the efficiency, but all for the purpose of extending the free time the students have after lunch.
The staff have been nothing but friendly and supportive. Everyone knows my name, but are polite enough not to assume I know theirs. (Which of course I don't).
I am astounded by the cleanliness and order of the school and science labs. There are things out on the side like paper and experiments, but they are undisturbed and look like they belong. The teacher's desk was tidy when I arrived this morning and I had no need to throw away or create a pile of yesterday's paper work. High expectations for me to set for myself. But I look forward to working this way. It will be the first time!
I have taught 4 of my 5 groups today and I have been impressed by their willingness to take part in and complete the work. However, I can see some variation in the active engagement of the students. There are many students who are content to sit back and those that push themselves forward only give a short answer. I want point, evidence and explanation. Interestingly those that sit in the centre of the room take part more than those at the edges as a first observation. However, next week will give me another view.
In terms of management I haven't had chance to do much as yet; the department seem pretty organised with a clear idea of what needs to be done. I want to make sure that I use that and my presence adds value to the department rather than just taking jobs away from others to make myself seem like I am doing work.
I can see why the government think private schools have a lot to show the maintained sector, but having a friendly atmosphere isn't as challenging when you only have a quarter of the number of pupils.
Looking forward to tomorrow!
- Posted using BlogPress from my iPad
The school is smaller than all the others I have worked in when you consider the number of students, but it is not geographically smaller and I can already see issues with how I will use my time arising because of the time spent moving around the site.
Supervising "prep" is something I have never experienced, although makes sense if students are to a) be able to have a variety of options available to them at GCSE, and b) learn the value of independent, quiet study. From the six students in the room with me this morning I can see youngsters who are organised and hardworking. They aren't making excuses or distracting themselves, but getting on with prep work. The atmosphere is productive and silent and will be of great support to me as I can bring my own work up to mark when I supervise these sessions.
In the evening prep was less easy to supervise, 88 students and it seems most have an excuse not to be in the room. They need the library, the IT suite, to go to music. Once I know the students I imagine that supervising the session will not be as difficult.
The students are very polite and ask before doing anything. "Please can I get some paper, and please can I return my book", they thank me for holding open a door and smile at me encouragingly when they see me in the corridor.
Lunch was an experience: I still have indigestion. The girls serve, clear and bring the next course. I was amazed by the efficiency, but all for the purpose of extending the free time the students have after lunch.
The staff have been nothing but friendly and supportive. Everyone knows my name, but are polite enough not to assume I know theirs. (Which of course I don't).
I am astounded by the cleanliness and order of the school and science labs. There are things out on the side like paper and experiments, but they are undisturbed and look like they belong. The teacher's desk was tidy when I arrived this morning and I had no need to throw away or create a pile of yesterday's paper work. High expectations for me to set for myself. But I look forward to working this way. It will be the first time!
I have taught 4 of my 5 groups today and I have been impressed by their willingness to take part in and complete the work. However, I can see some variation in the active engagement of the students. There are many students who are content to sit back and those that push themselves forward only give a short answer. I want point, evidence and explanation. Interestingly those that sit in the centre of the room take part more than those at the edges as a first observation. However, next week will give me another view.
In terms of management I haven't had chance to do much as yet; the department seem pretty organised with a clear idea of what needs to be done. I want to make sure that I use that and my presence adds value to the department rather than just taking jobs away from others to make myself seem like I am doing work.
I can see why the government think private schools have a lot to show the maintained sector, but having a friendly atmosphere isn't as challenging when you only have a quarter of the number of pupils.
Looking forward to tomorrow!
- Posted using BlogPress from my iPad
Location:Rudgleigh Ave,,United Kingdom
Friday, 27 April 2012
Who gets to say what makes a good teacher?
Last day at my current school today. The group I have taught for 4 years (with a few substitutions, but more or less the same) have gone to extreme lengths to send me off in style.
I don't usually consider myself to be an outstanding teacher. (I haven't been held up as being a shining example, and no one from management has said anything about me being a good teacher that has left a lasting impression).
However, all of that is irrelevant because today I discovered that the students I teach appreciate what I do. I have managed to inspire and make physics fun for the students and hopefully hold their engagement to the end of the course. That is all the matters.
What makes a good teacher? Positive relationships and enthusiasm.
- Posted using BlogPress from my iPad
I don't usually consider myself to be an outstanding teacher. (I haven't been held up as being a shining example, and no one from management has said anything about me being a good teacher that has left a lasting impression).
However, all of that is irrelevant because today I discovered that the students I teach appreciate what I do. I have managed to inspire and make physics fun for the students and hopefully hold their engagement to the end of the course. That is all the matters.
What makes a good teacher? Positive relationships and enthusiasm.
- Posted using BlogPress from my iPad
Sunday, 22 April 2012
Lesson Observations and "grades"
I have recently read a blog post by a twitter colleague teachgr, http://teachgr.wordpress.com/2012/04/21/second-year-teaching/ about how he misses the observations that were frequent during his PGCE and NQT years.
It makes me reflect that I used to enjoy observations, doing them and having them done to me. It really was an opportunity to reflect and discuss my practice with another teacher or expert.
When working in inner city Bristol the LA consultant, the behaviour support team (not a criticism, just a fact that behaviour is tough in Bristol schools), the head of department, ASTs and senior management would come and observe regularly. It wasn't a bad thing it was great to get so much feedback on what I was doing well and ideas and suggestions to improve. I was able to bring up how I struggled with levels and the LA consultant helped me, a member of senior management supported me in dealing with students who constantly wanted to go to the loo, and an AST boosted my confidence by complimenting my questioning technique.
Even in my second school there were no judgements given after lesson observations. They weren't supportive though, more an exercise in allowing those in a senior position an opportunity to bully you, but observations were not a competition and those of us at the bottom of the pile all felt the same about them. The school had an observation room and we were encouraged to watch other teachers who were timetabled in that room. But those timetabled were the management favourites, (and we all knew it) and getting the key to sit in the office where you could watch was a Herculean effort. We didn't make use of the opportunity.
In my current academy the observation is about collecting data. Feedback is a form that gets placed in your pigeon hole and it consists of a few sentences. A grade is given and for me it causes resentment and competition amongst staff. I hate and dread observations.
I really hope that in my next school, (one week until I move) I can return to the times of an open classroom with supportive, constructive observations. Moreover, as a leader within the faculty I hope that I can gain as much from observing as I have done in the past from being observed.
I can also recommend the lesson observation pocket book for some good ideas and techniques for observations.
- Posted using BlogPress from my iPad
It makes me reflect that I used to enjoy observations, doing them and having them done to me. It really was an opportunity to reflect and discuss my practice with another teacher or expert.
When working in inner city Bristol the LA consultant, the behaviour support team (not a criticism, just a fact that behaviour is tough in Bristol schools), the head of department, ASTs and senior management would come and observe regularly. It wasn't a bad thing it was great to get so much feedback on what I was doing well and ideas and suggestions to improve. I was able to bring up how I struggled with levels and the LA consultant helped me, a member of senior management supported me in dealing with students who constantly wanted to go to the loo, and an AST boosted my confidence by complimenting my questioning technique.
Even in my second school there were no judgements given after lesson observations. They weren't supportive though, more an exercise in allowing those in a senior position an opportunity to bully you, but observations were not a competition and those of us at the bottom of the pile all felt the same about them. The school had an observation room and we were encouraged to watch other teachers who were timetabled in that room. But those timetabled were the management favourites, (and we all knew it) and getting the key to sit in the office where you could watch was a Herculean effort. We didn't make use of the opportunity.
In my current academy the observation is about collecting data. Feedback is a form that gets placed in your pigeon hole and it consists of a few sentences. A grade is given and for me it causes resentment and competition amongst staff. I hate and dread observations.
I really hope that in my next school, (one week until I move) I can return to the times of an open classroom with supportive, constructive observations. Moreover, as a leader within the faculty I hope that I can gain as much from observing as I have done in the past from being observed.
I can also recommend the lesson observation pocket book for some good ideas and techniques for observations.
- Posted using BlogPress from my iPad
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