My advice used to be to read all of the questions carefully before starting to answer. But exam papers had fewer pages. But always helps to turn over each page #ASEChat
instead of skipping the Q because you don’t know what its on about, step back and ask does this relate to a big idea in science? #asechat e.g. particle model
To do this students need to be familiar with big ideas of science, and not sure they have all been taught in this wa. May be better to 'concept map' to link ideas for longer questions? #ASEChat
#asechat before answering a single question go through and underline key values looking out for conversions and calculations with extra marks. Write down any formula you might need. Highlight command words. Then go for the ones you feel will be hardest first.
I was going to write something along the lines of that but you have put it so eloquently! I see alot of pupils underline and circle, I have yet to come across any pupils who highlight.I worry it would be time wasting rather than useful #asechat
Such a good idea, teacher thinks aloud, shows that a process has to go on before you get to the answer, so they are not threatened if the answer doesn’t automatically jump out #asechat
I think it is important to be explicit about key concepts to students so that they know what they are looking out for. Maybe show two or three examples and explain common link? #asechat
As an examiner I see it all the time aswell. Students don't appear to go over calc questions half as much as the theory style questions. Although ECF does help sometimes in gaining at least some of the marks. #asechat
My dream would be to produce a curriculum of key ideas and to teach the links and limits of each. But we have to start with where we are - lists of facts. #ASEChat
#ASEchat Go through the process of checking the answer you have written against the question; look for where the marks have been gained - model with students
Anyone get their students to "estimate" the answer before reaching for the calculator so they know the calculator is giving them an answer in the right ball park? #ASEchat
Yes - I did type prissing and failed to notice that autocorrect changed it to pressing. Some words I used in teaching were remembered better than others #ASEChat
Hi Science teachers - can I take a moment of your #asechat We (Uni of Nottingham) have a Summer School in Food & Crop Sciences for Year 12 pupils who are interested in the practical applications of science
Further details here
https://t.co/qJ4izKL1qX
So with equations in physics are students taught to memorize the equation or taught to derive it from the relationship between the variables?? #ASEChat
I shared this graphic that I've made with the #cogscisci group last night. It's to help visualise the maths in the ΔE=mcΔθ formula. It's not finished but the response I got from the group last night convinced me to share it wider. #asechat
#ASEchat also model how to spot the information they are giving you, lots of questions the answer is in front of them, they just have to 'see' it in with all the waffle which does seem to have increased sadly...
A lot of the comments have been about improving exam performance. Anyone also suggest ways of students maintaining a sense of balance and well being during exam period? #ASEChat
I have tried that but usually with the higher ability children and those who enjoy or do well in maths. I fnd some lower ability don't even want to try to guestimate #asechat
I know everyone has a different interpretation, but I mean underpinning scientific explanations that apply to a wide range of different contexts - it started with 5 core ideas in the QCA scheme of work??? #ASEChat
Just changing track as conversation seems to have slowed. Now that we've done one run through is it too early to think about what would we do differently next time #ASEchat
Just changing track as conversation seems to have slowed. Now that we've done one run through is it too early to think about what would we do differently next time #ASEchat
Start (a bit) earlier. Spread tests out (test previous topic halfway through next one). Interleaved homework. More specific maths tuition. Better planning for RPAs. More practice. #asechat
I do wonder about this, I've looked at but in the end I wonder whether I have tinkered for the sake of it #ASEchat any glaring errors that should be rectified?
Yes we are realising that they do need to do more practice about certain things, but need to check with maths dept, don't want to start too young with things they won't do till later in maths #ASEchat
Think it's more like deciding which skills are best learned with which practicals. And teaching those things explicitly during those practicals (and practicing in others) #asechat
We teach in the order of a publisher's scheme (not same as spec) and within that I am rearranging the physics to shunt the maths/eqns to the end per topic, after embedding explanations and relationships, especially for Y9. #asechat
Well we are coming to the last few minutes of #ASEchat, as usual its flown by. Last minute last minute tips and anything burning you would change for year 10 (or year9) now you've done it once? #ASEchat
Dunno we'll see. I have had students asking me for extra formulae for working out a problem in chemistry, he was disappointed I expected him to work it out from first principles #ASEchat
Just changing track as conversation seems to have slowed. Now that we've done one run through is it too early to think about what would we do differently next time #ASEchat
Our scheme starts with big hitters like KE, GPE, EPE, SHC which signal to the majority of students that it's not their bag. I'm finding that having never seen eqn, they can tell me what happens when we doubles one thing etc and scale by mass...#asechat
