Planning for instruction in science


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Planning for instruction in science

  1. 1. Planning forTeaching
  2. 2. • What have you observed other teachers to be doing in terms of written planning?• Have you seen instances where lack of planning led to problems?• Have you seen examples of excellent planning that still seemed manageable in terms of time and work?A Realistic Approach
  3. 3. • As a general rule of thumb, the longer you’ve been teaching the less written planning you will need• You’ll never need none!• As a beginning teacher you’ll need more to remind you of things like equipment required, extension and remedial work, backup plans, particular points to emphasise Planning and Experience
  4. 4. • Requirements of Education Queensland, Queensland College of Teachers and individual schools and departments for year plans• Scope and sequence documents• Drawing on a variety of sources• Assessment and syllabus ‘coverage’Planning andProfessionalism
  5. 5. • Written planning well ahead of time allows your best creative ideas to flow and be implemented• Quality written planning is flexible enough to fit changing circumstances and to allow you to follow a sudden brainwave or the students’ interests• Planning enhances flexibility, not stifles it Planning and Creativity
  6. 6. Planning and Science Education• Science teaching has particular planning requirements because of the need to obtain equipment, make requests of the lab tech (if you’re lucky enough to have one), book lab or computer lab time• Long term written planning also allows you to implement the curricular emphases approach
  7. 7. • Typically teachers will have an overall plan for the year in terms of which topics will be addressed when, and what assessment will be done• Within that, each unit should have a clear structure• The actual size (e.g. number of lessons in total or number of weeks) and shape of the unit will vary depending on the school/levelYear Planning and UnitPlans
  8. 8. • The curricular emphases approach enables science teachers to balance the science, technology and society demands of the curriculum across the year• Each unit has a particular emphasis: • Nature of science • Technology • Science and SocietyCurricular Emphases(more soon)
  9. 9. • Drawn from Kieran Egan’s ‘Teaching as Storytelling’• A unit has a storyline: • A beginning that sets up expectations or conflicts • A middle that complicates and deepens them • An ending that resolves them in a satisfying way• Understanding the storyline for your unit makes all the decisions about which activities go where much simpler to make Unit Planning and Storyline
  10. 10. • Planning is a dynamic process that goes back and forth between the syllabus, textbooks and other resources, prac ideas, timetable demands, new ideas and so on• It is also dynamic during the unit – as new student misconceptions or interests arise, or external forces impact on teaching• And it’s dynamic from year to year, because each class is differentDynamic Process