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Science department PD (curriculum document)
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  • 1. Teaching with the “new” curriculum
  • 2. Rationale
    • The curriculum says we must
      • Teach as inquiry (both us and the students)
      • Provide sufficient opportunities for learning
      • Make connections to prior learning
      • Facilitate shared learning
      • Enhance the relevance of new learning
      • Encourage reflective thought and action
    • But how do we do this?
  • 3. Change in pedagogy
    • No more
      • Teacher stands at the front spouting off
      • Students copying screeds of notes off the board or powerpoint
      • “ Sit down, shut up, and get on with it!”
      • “ this is how its down, now repeat it ad infinitum ”
  • 4. Instead…..
    • Give the students
      • the learning outcomes
      • The means to learn it
      • The opportunity to learn in the way they find best for them
      • The opportunity to express their learning in a way that’s meaningful to them (and probably the rest of the class)
  • 5. What do we do?
    • Spend the lesson
      • Overseeing the objective for the day
      • Making sure students are on task
      • Giving lots of individual feedback to students
      • Questioning student ideas and extending thought
      • Maintaining resources
  • 6. Advantages
    • We spend less time
      • Dealing with behaviour difficulties
        • Bright students don’t get bored
        • Less able students can work at their own pace
      • Talking to the class as a whole
      • Preparing for lessons
      • Marking homework
  • 7. How do we do this?
    • Think about how we want the student to learn
    • Work out what the learning objectives are
    • Prepare an achievement ladder that the students can grade themselves against
    • Prepare the student instructions giving precise boundaries (lesson by lesson guidelines)
    • Explain to students why we are doing this (no we are not being lazy!)
  • 8. Possible formats
    • Whole unit
      • Students are given a list of tasks to be completed within a certain time span, then given the end of topic test
      • Groups of students are given a specific learning objective to teach to the class
    • Part unit
      • Students are given a learning objective which they have to present either to the class or on the web
  • 9. Learning objectives
    • Must be clear and concise
    • Must be in student speak
    • Must be in a form that is attainable by all students
    • Could be in a “must, could, should” format
  • 10. Achievement Ladder
    • Must be attainable within the task you have given students
    • Must be in student speak so that students can easily measure their own progress within the topic
    • Really needs to be A, M, E format
  • 11. Student Instructions
    • Boundaries must be set
    • Lesson by lesson plan is helpful to keep students on track
    • C3B4Me (ask 3 others before asking the teacher = shared learning and self control)
  • 12. Examples
    • Year 10 circulation unit (self learn unit)
    • Year 10 geology unit (groups present parts of the subject)
    • Year 10 Electricity unit (teacher teaches basics them students present sections of the topic)
    • Year 11 revision of chemistry and physics (groups prepare powerpoint to put up on web)