Teaching with the “new” curriculum
Rationale <ul><li>The curriculum says we must </li></ul><ul><ul><li>Teach as inquiry (both us and the students) </li></ul>...
Change in pedagogy <ul><li>No more </li></ul><ul><ul><li>Teacher stands at the front spouting off </li></ul></ul><ul><ul><...
Instead….. <ul><li>Give the students  </li></ul><ul><ul><li>the learning outcomes </li></ul></ul><ul><ul><li>The means to ...
What do we do? <ul><li>Spend the lesson  </li></ul><ul><ul><li>Overseeing the objective for the day </li></ul></ul><ul><ul...
Advantages <ul><li>We spend less time </li></ul><ul><ul><li>Dealing with behaviour difficulties </li></ul></ul><ul><ul><ul...
How do we do this? <ul><li>Think about how we want the student to learn </li></ul><ul><li>Work out what the learning objec...
Possible formats <ul><li>Whole unit </li></ul><ul><ul><li>Students are given a list of tasks to be completed within a cert...
Learning objectives <ul><li>Must be clear and concise </li></ul><ul><li>Must be in student speak </li></ul><ul><li>Must be...
Achievement Ladder <ul><li>Must be attainable within the task you have given students </li></ul><ul><li>Must be in student...
Student Instructions <ul><li>Boundaries must be set </li></ul><ul><li>Lesson by lesson plan is helpful to keep students on...
Examples <ul><li>Year 10 circulation unit (self learn unit) </li></ul><ul><li>Year 10 geology unit (groups present parts o...
Upcoming SlideShare
Loading in...5
×

Science department PD (curriculum document)

214

Published on

Published in: Education, Spiritual
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
214
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Transcript of "Science department PD (curriculum document)"

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

×