Welcome to #ASEChat.
I’m interested in what the @EducEndowFoundn Science Guidance report recommendations look like in your classroom.
Primary and Secondary.
…and whether you think anything is missing.
You can find it here:
https://t.co/U7ifixDBXZ
Taking full advantage of being the host, and going for my favourite topic first!
How to you support your pupils to retain and retrieve knowledge?
What does it look like in your classroom?
#ASEchat
This one might interest those #CogSciSci folk...
Retrieval quizzes every lesson with my Y11 group this year. 10 questions, 5 minutes, review key terms and concepts which weren’t retrieved well #asechat
low stakes recall tests at the start of lessons, lots of retrieval practice using grids and possibly exam questions.Spaced revision practice and interleaving of topics.
I really think there is something to this retrieval practice thing. I’m just hoping leadership remember its a learning strategy and mot a thing you have you show evidence that you are doing! #ASEChat
Rob, we have some (free) interactive science activities for primary/KS1 children online at https://t.co/1zT3ETnWux (we'd welcome feedback at this stage) #asechat
Here's a little bit more detail, if you want it.
How do you take cognitive load into account? How do you help pupils to retrieve and retain what they've learned?
#ASEchat@adamboxer1 wrote an excellent post on CLT recently.
@dave2004b has done some brill work with this.
#asechat Looked at this today with teachers across Cheshire; we looked at quizzing; using revision cards; how to choose topics for revisiting; referenced your article too
•https://t.co/7DyiJxMeGo
Taking full advantage of being the host, and going for my favourite topic first!
How to you support your pupils to retain and retrieve knowledge?
What does it look like in your classroom?
#ASEchat
This one might interest those #CogSciSci folk...
Our department are using Retrieval Roulette based on science fundamentals starting from y7 through to y11. Start of every lesson, without fail. (Credit to the fancy spreadsheet maker!)
#asechat - When teaching practicals have found it helpful to really think about what I want students to get out of the activity - is it the ability to use a piece of apparatus; is it to generate a set of results etc.
Here's a little bit more detail, if you want it.
How do you take cognitive load into account? How do you help pupils to retrieve and retain what they've learned?
#ASEchat@adamboxer1 wrote an excellent post on CLT recently.
@dave2004b has done some brill work with this.
So… now back to recommendation number one.
How do you find out which preconceptions your pupils hold?
#ASEchat
This is where I'll call on the expert that is @MAHardman
Heard his talk at #CogSciSci this year.
Welcome to #ASEChat.
I’m interested in what the @EducEndowFoundn Science Guidance report recommendations look like in your classroom.
Primary and Secondary.
…and whether you think anything is missing.
You can find it here:
https://t.co/U7ifixDBXZ
So agree with this! The value is in the retrieval process. Not the answers-to-quizzes-in-books process!
All about encouraging pupils to bring information to mind...
Not another hoop or tick box!
#ASEChat
I really think there is something to this retrieval practice thing. I’m just hoping leadership remember its a learning strategy and mot a thing you have you show evidence that you are doing! #ASEChat
So… now back to recommendation number one.
How do you find out which preconceptions your pupils hold?
#ASEchat
This is where I'll call on the expert that is @MAHardman
Heard his talk at #CogSciSci this year.
#asechat for primary getting the message out that 1980s publication by Collins (SPACE) project made a great deal of the research accessible, now on STEM library
Preconceptions... misconceptions... alternative conceptions... we all have them. We've all had them.
Which ones are you always on the look out for? How do you approach them?
#ASEchat
Hello #asechat. I am a graduate students who is learning to become a teacher. I am currently student teaching 8th grade science. I am new to twitter, so if you have any tips about using twitter please throw them my way. I would love to join in your chat!
#asechat How to choose topics to revisit; which do students struggle most with - ask them; from assessment; from previous experience; or link to something you are going on to - so bonding; alkenes; alcohols before teaching polymers
Yes to this!
I think my pupils are thoroughly sick of me explaining that I'd much rather they thought hard and got a few wrong...
(although all correct would obviously be preferable... ;-) )
#ASEChat
There are so many misconceptions and I wonder how they are formed. Do we inadvertently foster them as teachers? Or is it the common use of language... #ASEChat
#asechat How to choose topics to revisit; which do students struggle most with - ask them; from assessment; from previous experience; or link to something you are going on to - so bonding; alkenes; alcohols before teaching polymers
Experience plays a part in anticipating misconceptions, but there’s also loads of useful websites in the report that highlight them too. After each assessment our department is making a note of misconceptions to refer to when teaching the topic again - best to preempt! #ASEChat
#asechat both and more. Parents and public responsible as well, being lazy, not able to answer appropriately so giving off the cuff response not thought about
I mean the next lesson when started retrieval questions are asked, they are allowed to look in their notes to check... I thought this ‘finding’ the answer to the question helps?! 🙈 #ASEChat
How do you support your pupils to read and write about Science?
#ASEChat
This time, I'm paging @AJTF71 as I've learned so much from her about all this.
I find that a lot of earth science misconceptions stem from the content that is presented in action films (such as San Andreas). I tackle these misconceptions by explicitly telling the students why it is a misconception and present them with the correct information. #asechat
#asechat Today we have been planning which topics lend themselves to compare and contrast questions; which practicals are good for evaluating and which we could use to describe and explain; then been planning support to improve 6 mark ques
How do you support your pupils to read and write about Science?
#ASEChat
This time, I'm paging @AJTF71 as I've learned so much from her about all this.
Oh hello! Introduce vocabulary explicitly in lessons. Explain meanings and how to pronounce the word, we do lots of repeat after me type activities. Then we use the key term to link ideas. Lots of verbal questions too. #asechat
Yep. There's a lot out there on film.
And in cartoons!
There was a really interesting misconception that someone had about Roadrunner... Can anyone remember it? @HollyWalshSci do you remember what it was? #ASEChat
I find that a lot of earth science misconceptions stem from the content that is presented in action films (such as San Andreas). I tackle these misconceptions by explicitly telling the students why it is a misconception and present them with the correct information. #asechat
This shouldn't be news to us, should it? We've always thought about language/ literacy in Science, haven't we?
Why is language so important? And have your views changed since you started teaching?
#ASEchat
I reckon @oboelizzy will give us some great insight here, for starters!
I have been learning about book club inquiries in my content reading and writing class. Allowing students to choose a science book (fiction or nonfiction) can engage them in asking questions to begin their own inquiry project. #asechat
This sounds really interesting! Would love to hear more about this.
#ASEChat
We're really thinking about this kind of thing in our school, too.
Might have to ambush you at the meeting in Peterborough (if you're there?....)
We love and are developing booklets of authentic texts to use with students. Supports use of Tier 3 words in context an links to tier 2 which are still necessary to access exam questions.
#asechat biggest issue not addressed in report is how do we get its messages and practices to those who do not read, are ase members, not on chat tonight but just trudge along with no reference to this
I have a group in Y 10 that struggle reading text for meaning so we now do simple DART activities. I read a paragraph then use a box, circle or underline activity under visualiser. They read it again and then I question them on it before we do any written answers #asechat
You could build a cloud chamber. I made one with @matt_bellis a few years ago at a summer program @SienaCollege
I know there are some other ones you can find online using dry ice. #scitlap#asechat
In reply to
@TJohns85, @matt_bellis, @SienaCollege
We talked a lot about the importance of just aloowing pupils to read!...
I do much more of this than I used to.
Don't feel as complelled to cram each lesson with "stuff" any more...
#ASEChat
I have been learning about book club inquiries in my content reading and writing class. Allowing students to choose a science book (fiction or nonfiction) can engage them in asking questions to begin their own inquiry project. #asechat
So... we're halfway through. And as I set up my auto-tweets for the questions...I've decided to try and start the fireworks! ;-)
Why bother doing practical work? It's expensive, it's time-consuming, and you can arguably learn much quicker by just observing someone else!
#ASEChat
As in say the word. Last week we looked at antigen, antibody and lymphocytes. Many didn’t know how to pronounce them. So I make them say it back #ASEchat
(Misconception + retrieval practice) students often think reviewing their notes is more powerful than testing themselves without looking at notes. How many teachers might support that? #ASEChat
Strategies like this so important. As much as anything to get them to slooow... dooown and actually *try* to interpret the question, rather than just rushing on to answer the question they think is being asked...
#ASEChat
I have a group in Y 10 that struggle reading text for meaning so we now do simple DART activities. I read a paragraph then use a box, circle or underline activity under visualiser. They read it again and then I question them on it before we do any written answers #asechat
#asechat Providing relevant articles linked to a topic - catalyst is good for GCSE and Biology review; chemistry review & Physics Review for A-level. Get them to read and then ask them what they found interesting
We talked a lot about the importance of just aloowing pupils to read!...
I do much more of this than I used to.
Don't feel as complelled to cram each lesson with "stuff" any more...
#ASEChat
I have been learning about book club inquiries in my content reading and writing class. Allowing students to choose a science book (fiction or nonfiction) can engage them in asking questions to begin their own inquiry project. #asechat
I am a fan of text books and getting students to read about science but as we know the reading age of Sci texts is really high. So students can struggle that’s why I guide the reading where I can #asechat
As in say the word. Last week we looked at antigen, antibody and lymphocytes. Many didn’t know how to pronounce them. So I make them say it back #ASEchat
Yes. There's some pretty good (and accessible) research out there about the over-confidence people feel when they re-read compared to re-testing. @AceThatTest is a good source, and @EfratFurst describes and illustrates it beautifully
#ASEChat
(Misconception + retrieval practice) students often think reviewing their notes is more powerful than testing themselves without looking at notes. How many teachers might support that? #ASEChat
Whatever happened to fun practicals?
Who still does them?
Or have we always been purposeful?
Can I not just "do slime" if my year 9s want me to?
#ASEchat
(fwiw my NQT mentor's mantra was 'if in doubt, burn it!' and I can see some value in this. I certainly lost my fear of fire)
We had lutenising hormone, follicle stimulating, oestogen, progesterone and much more today in a lesson in which some boys freely admitted they didn't know what menstrual meant. Massive vocab day! #asechat
It’s particularly challenging in biology ... so many complex words ... unpronounceable names. It’s why I love biology but can be hard to comprehend #asechat
#asechat It is becoming much more apparent to me in biology that vocabulary is the key. Last term students were thrown by the word docile when referring to selective breeding and today it was variegated.
We had lutenising hormone, follicle stimulating, oestogen, progesterone and much more today in a lesson in which some boys freely admitted they didn't know what menstrual meant. Massive vocab day! #asechat
I think this works really well with chemistry as you can bring ions into everything. And respiration / enzymes can be dropped into biology topics too #ASEChat
#ASEChat
Yes- I think I remember saying the language demand in Bio is higher? Am I imagining that?! Don't take my word for it. I'll try and find out what I was thinking of.. @AJTF71 can you help?
#asechat It is becoming much more apparent to me in biology that vocabulary is the key. Last term students were thrown by the word docile when referring to selective breeding and today it was variegated.
Metacognition and self-regulation. What are they? And what do they look like in Science?
How do you teach your pupils to plan, monitor and evaluate their own learning?
#ASEchat@LST_Physics tell us about your work in this area.
@HuntingEnglish anything you point us towards?
Our Teacher Development Fund supports arts-based approaches to teaching a range of subjects in primary classrooms. Grants up to £150K available to partnerships of arts/cultural orgs & up to 10 schools. Apply by 5 Dec. https://t.co/biALbKciGo#ASEchat#EngChat#bettchat#PHFTDF
Interestingly I was working with some teachers today who identified these characteristics from their own best teachers. Guess which ones came from the male teacher? #ASEchat
I realised this week that the lens housing on the Hue twists to focus. Mine had got progressively worse and I considered it junk. All is forgiven (my snazzy old one at prev school auto-focussed). Sharing in case anyone else is as dim as I am.
#asechat analyse papers for the topics and question types they are weakest at and give them banks of questions to select from; also insisted that Y13 went over every piece of work in a different colour before handing in; this way they spot the 'silly' mistakes
Metacognition and self-regulation. What are they? And what do they look like in Science?
How do you teach your pupils to plan, monitor and evaluate their own learning?
#ASEchat@LST_Physics tell us about your work in this area.
@HuntingEnglish anything you point us towards?
Oracy is powerful in this context.
We can model our own thinking, and help pupils to do the same.
How do you do this is Science?
#ASEchat@MrsHennah@iinvestigateall calling on your expertise!
Anyone know about CASE? Part of the approach is to encourage metacognition... but any strategy that encourages the thinking about the thinking helps... #ASEChat
A thumbs up, thumbs to the side, and thumbs down helps all students to evaluate if they understand the content. The simplest measures can be used to help students learn to self-evaluate. #asechat
I agree with where’s the learning .. depends on your object for the lesson if it is to get better at measuring then why not make slime as long as you focus on how to use the equipment correctly to measure #asechat
Models come in many forms.
Why do we use them? Which ones do you use? What do we need to be wary of?
#ASEchat@BenRogersEdu is an expert at finding ways of modelling abstract thinking (eg. bar modelling).
Was talking today to a teacher who uses "knowledge harvests" - I love the name! Reaping what has been sown... Here's a slide from the start of my CPD days - I always do a bit on misconceptions before going into any subject knowledge as it underpins pretty much everything I do.
So late to this party - sorry! The SPACE materials linkind to the Children's Learning in Science Project (CLIS) which can still be found out there sometimes. There are also great links here: https://t.co/UlIU33bjvA. Not to mention the IOP PIPER project https://t.co/avGQOYfW5R
#asechat Discuss limitations of models as well as benefits - the bell jar lungs - ques why it is good; the diaphragm moves, the lungs inflate - limitation no movement of ribcage.
Look forward to reading other people's suggestions - been thinking a lot about this over the past few years! Here are the things I do: https://t.co/yd8Wuw7uR5
When tested, I see pupils drawing the specific diagrams/models they have seen in class, and I suspect they are what pupils imagine when answering questions.
The final one...
How do you make sure you develop the learner and not (just) the work?
#ASEchat
How do you do this effectively, while still maintaining a work-life balance?
Have your views on this changed over the past few year?
I've learned a lot from @HFletcherWood on this
Yes! This is so important.
When I used to teach 21st Century Sci, there were whole lessons based around discussions of the merits (or otherwise) of models. I thought they were really good.
#ASECHat
#asechat Discuss limitations of models as well as benefits - the bell jar lungs - ques why it is good; the diaphragm moves, the lungs inflate - limitation no movement of ribcage.
#asechat Sometimes just changing the context - carry out the thiosulphate reaction and challenge students to change temperature/conc to get the cross to disappear at a particular time - make it a competition
Whatever happened to fun practicals?
Who still does them?
Or have we always been purposeful?
Can I not just "do slime" if my year 9s want me to?
#ASEchat
(fwiw my NQT mentor's mantra was 'if in doubt, burn it!' and I can see some value in this. I certainly lost my fear of fire)
I complete retrieval do nows each lesson. 10 questions- 5 from current topic/ 5 from others. Students mark in green and I can visually see which ones need repeating in a few lessons time.
Yes! This is so important.
When I used to teach 21st Century Sci, there were whole lessons based around discussions of the merits (or otherwise) of models. I thought they were really good.
#ASECHat
#asechat Discuss limitations of models as well as benefits - the bell jar lungs - ques why it is good; the diaphragm moves, the lungs inflate - limitation no movement of ribcage.
I agree that this is a huge reason for doing practical work, and we shouldn't shy away from it!
Important aspect of Self-regulation is motivation....
#ASEChat
Because it’s inspiring, engaging, fun, informative....and pupils do learn from doing it.
As a teacher of 25 years plus, it’s what I’ve also enjoyed...probably because we didn’t do any in my own school as a pupil.
@chemDrK@AmandaChalmers3 are there any scientific based books that we could recommend our students read (ideally that are on accelerated reader but not exclusively). I'm looking at promoting wider reading that isn't magazine's and journals #asechat
ARGH! That's great, but it's also... it does make me feel a bit sad!
But fab that your pupils haven't missed out...
I hope you find a tech soon! :-)
#ASEChat
I love doing practicals. But we haven’t had a science tech since the end of September so no practicals at all...naturally affected my teaching, I do feel like lessons are missing something now and then but has it affected what the children have learnt? Honestly don’t think so!
Remember a great teacher-led study in SSR showing how pupils reason better when making 3D models of cells than seeing the same 2D diagrams - Trgidgo & Ratcliffe (2000) “The use of modelling for improving pupils learning about cells”, 81(296) pp54-59. #ASEChat
There are a number of effective ways you can develop meta skills with your students. Creating a structure to support students in planning for a task, monitoring and evaluating their progress is key. I explain more about this + using exam wrappers here https://t.co/GnbOrGBM71
You might find Ch4 of this book of interest: https://t.co/wTqZIJjy2K - screenshot attached of slide from my CPD days where I summarise different "types" #ASEchat (I'm sure there's plenty out there that's more recent but I just found this a super helpful resource!)
DO you think anything is missing from this Guidance Report?
What might the 8th recommendation be?
...or would you replace one of the current ones?
#ASEchat
Apologies all - very very tired tonight, late meal cos OH late home and an early start tomorrow - so have missed this😢- really annoyed because looks like some stuff I have serious interest in!! #asechat
Join me tonight at 8pm for #ASEChat to talk about the recommendations in the @EducEndowFoundn Science Guidance report, and what it looks like in your classroom.
Find it here:
https://t.co/U7ifixVcPx
Indeed! First thing they do is make a topic page, full of pictures and words and names of people relevant to it - so they have some initial input. Then they write and draw everything they know about the topic, making links to their topic page. This is in a primary school.
I regularly point out words in exam questions that would “panic me” in the exam, and then go with “ok I’ll carry on reading to see if I can work it out”.
In reply to
@stevethedoc1, @chemDrK, @MrsHennah, @iinvestigateall
@chemDrK@AmandaChalmers3 are there any scientific based books that we could recommend our students read (ideally that are on accelerated reader but not exclusively). I'm looking at promoting wider reading that isn't magazine's and journals #asechat
