This document provides information about continuing professional development units for teachers of pupils with special educational needs in science. It describes 5 units that cover topics like becoming familiar with assessment levels, using assessment to guide planning, and examining examples of student work. The units are designed to help teachers assess student understanding, plan lessons, and improve science instruction for students with special needs.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
By Sharon Bowman. How to teach content so that listeners can learn, remember, and use the information you present. For teachers, trainers, and presenters.
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Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
Theory and Behavior. After reading Chapters 1 and 2 select a Theorist whose work most closely aligns with your thoughts regarding early development. Describe the theorist’s work and discuss how their work aligns with your
By Sharon Bowman. How to teach content so that listeners can learn, remember, and use the information you present. For teachers, trainers, and presenters.
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
Theory and Behavior. After reading Chapters 1 and 2 select a Theorist whose work most closely aligns with your thoughts regarding early development. Describe the theorist’s work and discuss how their work aligns with your
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
For more classes visit
www.snaptutorial.com
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
Theory and Behavior. After reading Chapters 1 and 2 select a Theorist whose work most closely aligns with your thoughts regarding early development. Describe the theorist’s work and
For more classes visit
www.snaptutorial.com
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss
For more classes visit
www.snaptutorial.com
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool.
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 4 Times, Rating: A+
Benefits of Preschool. As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool
Educators and students must develop effective strategies and methods to transfer learning outside the classroom for academic and professional development reasons in the workplace. My knowledge of adult learning styles enables me to both differentiate instruction and teach others how to meet varying learning needs.
2. Introduction These units have been developed by Cambridgeshire teachers, involved in the STRATA project, to support the work of teachers of pupils with Special Educational Needs in Science. They can be used in any order either by individual teachers, small groups of teachers, for whole staff training or for developing the work of teaching assistants. Even though the activities may focus on a particular level of pupil, the principles of good teaching and learning they exemplify are transferable to all pupils. Continued… Next Continuing Professional Development Unit for Teachers of Pupils with Special Educational Needs in Science
3. The main menu lists the FIVE units and within some of these are a number of tasks to select from. To return to the main menu at any point click the Menu button. Although some of the STRATA materials are used in the activities you do not have to be using the scheme in order to benefit from this professional development. If you want to find out about the STRATA scheme you can click on the STRATA button on the right hand side to take you directly to the website. Continued… Next Continuing Professional Development Unit for Teachers of Pupils with Special Educational Needs in Science
4. Introduction The activities in these units can be approached in any order either by individual teachers, or by small groups working together or as a whole staff INSET session. Many special school pupils and their teachers use Rebus symbols to support face -to -face communication. A number of new science specific symbols have been developed and these are available from Widgit software. Further information can be found on their website at:- www. widgit .com . Next
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12. 2 USING THE P LEVELS TO ASSESS CHILDREN’S PROGRESS AND ATTAINMENT Leanne is a lower KS2 pupil. Find out what level she is working at! Watch all three clips of Leanne during some lessons on the topic of ‘Sound’ and assess her level. Click ‘next’ to watch the video clips. Next Menu
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22. A) Stretching Elastic Bands These Skills Progression sheets can help you assess the skill level. P6 - NC Level 1 NC Level 1 – Level 4 This investigation into how an elastic band stretches was carried out by small groups of Year 7 pupils. They were told to measure the length of the band to the nearest cm. All pupils were told how to label the axis and a copy for reference was placed on the overhead projector. Have a closer look at the pupils’ work on this page by clicking on the pictures. On the next page there are some questions for you to consider. Menu Next Questions are continued on the next page. You click to enlarge and then print the image above.
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30. B) Changing the Brightness Changing the Brightness we caN make a lamP brigHTter if we put to BaTTers in Then we get more power going round It will lighT uP wiTh Two BaTTers This is because it PusHisH more power round the circuit. In this Year 8 lesson on electricity pupils were asked to explore the effect of using one, and then two cells, (called batteries by the pupils) on the brightness of the bulb. They then had to explain, independently, why the bulb becomes brighter. P6 - NC Level 1 NC Level 1 – Level 4 Next Menu These Skills Progression sheets can help you assess the skill level. Questions are continued on the next page. You click to enlarge and then print the image above.
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35. C) Solid, Liquid or Gas Year 7 pupils were provided with samples of solids, liquids and gases and had to go round the room, placing items in the appropriate columns. Gases (pretend!) were provided in plastic bags tied at the top and labeled. As extension work the pupils had to add their own examples. The table was pre-drawn (on the board), with headings, as these pupils could not draw their own without support and doing so would have detracted from the task. This is why it is important that a teacher is clear about the objective for the lesson. In this case the teacher was not looking for the skill of drawing a table, so giving this to the pupils enabled the objective of sorting solids, liquids and gases to be achieved. P6 - NC Level 1 NC Level 1 – Level 4 Next Menu These Skills Progression sheets can help you assess the skill level. Questions are continued on the next page. You click to enlarge and then print the image above.
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41. D) Mixing Chemicals with Water This was an introductory lesson for Year 7 and 8 on dissolving. The Year 8 pupils had better literacy skills and coped well with the written format the table was drawn on the board and the words ‘dissolved’, ‘soluble’ and chemical names were given. The pictorial recording sheet was for Year 7s who could not copy from the board. They were able to draw results with some support from the class teacher and teaching assistant. P6 - NC Level 1 NC Level 1 – Level 4 Menu Next These Skills Progression sheets can help you assess the skill level. Questions are continued on the next page. You click to enlarge and then print the images above.
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47. E) Effect of Salt on Ice A Year 8 lesson, where pupils were given two small beakers each containing an ice cube and a thermometer. They sprinkled salt on one of the cubes and were told to write down what happened every 5 minutes. They decided how to record their work and carried this out independently. P6 - NC Level 1 NC Level 1 – Level 4 Next Menu These Skills Progression sheets can help you assess the skill level. Questions are continued on the next page. You click to enlarge and then print the image above.
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51. F) Conduction of Heat in Spoons James carried out the investigation in the morning and what he did can be seen on the drawing below. After lunch he used the ICT lesson to record what he had found out. P6 - NC Level 1 NC Level 1 – Level 4 Next Menu These Skills Progression sheets can help you assess the skill level. Questions are continued on the next page. You click to enlarge and then print the images above.
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57. 5 QUESTIONING AND USING VOCABULARY This Year 8 science lesson on forces focuses on the use of vocabulary. In the introduction to the lesson, the teacher had already placed the words, one at a time, on the overhead projector and the pupils had read them out as she did this. She was matching the pupils’ ability to read to the difficulty of the word and directing the activity. Listen to the next part of the lesson where the teacher is looking at the pupils’ understanding of the meaning of the vocabulary. Click next to listen to the audio clip. Next Menu
58. 5 QUESTIONING AND USING VOCABULARY AUDIO clip Next Menu Clicking the questions on the following page will bring up some suggested ideas. Stop sound
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64. Next Menu ISSEN - Inclusive Science and Special Educational Needs is a collaboration project between the ASE and NASEN. The website is:- http://www. issen .org. uk /Articles/All_Articles. htm To contact the ASE go to:- http://www. ase .org. uk Key Stage 3 Strategy:- http://www.standards. dfes . gov . uk /keystage3/publications Article in School Science Review The School Science Review Special SEN Issue June 2002 Vol 83, Issue 305 also summarizes key outcomes from Cambridgeshire’s AZSTT project. Useful contacts and information
65. Science and Special Educational Needs You have reached the end of this workshop. We hope that it has promoted some stimulating discussion about the work of teachers of pupils with Special Educational Needs in Science. Thank you for your support.
Editor's Notes
Notes Subject Leaders’ Notes Before giving this workshop, please work through the self-study version found at http://www.azteachscience.co.uk. You may run the workshop from this PowerPoint presentation, print out the slides for use with an overhead transparency projector, or print onto A4 paper. Part of the presentation uses audio files which you can run on a suitably equipped computer by clicking on the links on the slides or in the speaker’s notes. You will need a computer with a sound card and speakers. When giving a presentation, print out the pages of speaker’s notes to give you scripted advice. You may customise both the speaker’s notes and the slides by using a suitable version of PowerPoint. It would be a good idea to have available; an apple, a potato, a knife and cutting boards and a tank of water, in case the teachers want to try the featured investigation themselves!
In this exercise you need to select a statement from the right hand side of the screen and drag it with your mouse across to what you think is its appropriate level in the outcomes sheet on the left side of the screen. Whilst this exercise can be undertaken individually an important aspect is the debate and discussion it generates when two or more people are working collaboratively.
In this exercise you need to select a statement from the right hand side of the screen and drag it with your mouse across to what you think is its appropriate level in the outcomes sheet on the left side of the screen. Whilst this exercise can be undertaken individually an important aspect is the debate and discussion it generates when two or more people are working collaboratively.
In this exercise you need to select a statement from the right hand side of the screen and drag it with your mouse across to what you think is its appropriate level in the outcomes sheet on the left side of the screen. Whilst this exercise can be undertaken individually an important aspect is the debate and discussion it generates when two or more people are working collaboratively.
The STRATA scheme outcome sheet is one suggested progression within the P levels. The highlighted statements show where there is a match. Discuss the differences between the two progressions.
The STRATA scheme outcome sheet is one suggested progression within the P levels. The highlighted statements show where there is a match. Discuss the differences between the two progressions.
Use the outcome sheet on the left to help with your assessment of Leanne. In addition the 3 clips raise a number of questions for discussion. These can be found in Further Questions
The STRATA scheme outcome sheet is one suggested progression within the P levels. The highlighted statements show where there is a match. Discuss the differences between the two progressions.
The STRATA scheme outcome sheet is one suggested progression within the P levels. The highlighted statements show where there is a match. Discuss the differences between the two progressions.
The STRATA scheme outcome sheet is one suggested progression within the P levels. The highlighted statements show where there is a match. Discuss the differences between the two progressions.
The STRATA scheme outcome sheet is one suggested progression within the P levels. The highlighted statements show where there is a match. Discuss the differences between the two progressions.
Use the outcome sheet on the left to help with your assessment of Leanne. In addition the 3 clips raise a number of questions for discussion. These can be found in Further Questions
