UAS: teaching in schools

Penny Gowland Sir Peter Mansfield Magnetic Resonance Centre School of Physics and Astronomy University of Nottingham

• How it fits into our degree • Selecting schools and students • Activities undertaken • Assessment • Impact on staff

How it fits into the degree

• Communicating Science 10 credit module – (120 credits per year) • Only taken by B.Sc. Students – M.Sci. fourth year taught by student centred learning- same transferable skills • Replaces half of the third year project lab – They take second semester lab taken by some ‘Physics with-’ students

Selecting Students and Schools

Selecting students

• Original plan: 6 students (9 this year) • Good record of handing in coursework on time • Application form – Statement judged on previous initiative shown – We are here to offer opportunities • I’d prefer drawing lots • CRB check • 50% at end of second year – (2ii borderline) – Weaker students will need to concentrate on their studies

Selecting students

• Original plan: 6 students (9 this year) • Good record of handing in coursework on time • Application form – Statement judged on previous initiative shown – We are here to offer opportunities • I’d prefer drawing lots • CRB check • 50% at end of second year – (2ii borderline) – Weaker students will need to concentrate on their studies

Finding schools

• Widening participation unit • Previous contacts (work experience!) • Cold calling – Be confident • Phone at a sensible time (many teachers do not use email) • Try to speak directly to teacher and not leave a message • Do not give them a chance to phone you back.. Offer to go in straight away

Types of schools used

• Primary • Comprehensive • ? CTC • Sixth form college (+ secondary school) • ? Museum • So far we have not attempted to ‘select’ schools – Widening participation remit – Benefits of variety • One school has asked for £400

Departments used

• Physics (A’ level) • Science (< GCSE) • Maths (primary) • ? Other (primary) – Art- light and colour – Music –sound – History • ? Other (sixth form) – Biology- biophysics, physiology, medical – Chemistry

Typical activities

Observation

• 2 weeks • A variety of teachers, sets and ages • Active targets set • Talk to students about learning – Why do you like physics?

– What is it like at University?

• Different teaching approaches • Student briefed in advance on topic of lesson

Teaching assistant

• 6 weeks • Helping with set problems • Helping with practical work • ‘Mucking in’ • Hotspots

Hotspots

• Take 10 minutes of lesson • Presentation (ppt) on broader application of topic of interest • Practical demonstration using equipment from University – Would like at least one practical activity from them during the term • Talk on University life/ applications etc • Talk on careers

Hotspot

Special project

• 1 week (near Christmas) • Take ~ 1 lesson using novel methods to communicate or teach physics or physics ideas – Angles – Bridge building competition – Light theatre

Special project (primary)

• Model race track used to teach angle • Extended to teaching algebra • Modified as it became clear it was too difficult

Special project (primary)

Special Project (Secondary)

• Bridge building competition • Module on forces • Special-needs team won

Special Project (secondary)

• Using school theatre to investigate light and colour • ‘Sound and light’ show • Accompanying work book

Other activities

• Visit to university – Linked to IoP Physics Centre lectures • Competitions – Physics Olympiad • Model aeroplane club • Help with A’level options

Assessment

Assessment: Diary

• Akin to Lab Diary, recording all activities, preparation and observations • Brief outline of planned lesson and learning objectives • General description of lesson • Student’s targets and outcomes • Notes on teacher’s methods • Deliberate mistakes • Description of student’s activities

Assessment: Diary targets

• Maths and practical work in physics • Qualitative targets – Do pupils know their multiplication tables?

– How long does it take class to settle down?

– Do pupils convert x to muliple +?

– Do the class wander around?

– What is ratio of boys to girls in different sets/ages – How are pupils who do well rewarded if at all – Is it raining?

– What fraction of the class will ask questions? – What is fraction of time spent on group teaching compared to individual work?

– What fraction of students use units?

Diary- secondary

My r ôle Lesson contents General obs. and teaching methods Lesson breakdown

Diary

I left this class because the teacher was attempting to determine if they were working to level 5, which I could not help with As most of the class seemed to know what they were doing, I asked them about the experimental design

Diary

Targets My r ôle

Oral presentation

• Previous remit: discuss any aspect of module – Learning styles – Disruptive children – Maths in physics • Now: Detailed description of special project – aims/targets, learning outcomes – underlying science • explanation of main concepts at a variety of ages • common misconceptions • activities typically used – teaching methods and reasoning, • materials used, safety – Analysis of reception based on outcome measures.

• Hardcopy of slides

Essay/ report < 3000 words

•

Summary

(~100 words- for UAS) – What did you gain from the experience? – Did the experience help you to make up your mind about teaching – Did you increase your transferable skills – How did this module differ from other modules on offer and what made you choose it?

Essay/ report

• Introduction – General information about school, classes and topics with which you worked – Previous relevant experience • Detailed description of your own activities – Week by week diary summary – Hotspots and special project briefly

Essay/ report

• General teaching and learning of science at school for topic(s) you were involved with – underlying science – evolution of syllabus across ages – common misconceptions – activities typically used in this area – teaching methods and activities observed and participated in. Safety issues – Targets, and progress in acquisition of and development of skills.

Essay/ report

• Conclusion – How the module helped you achieve your learning objectives

Impact on staff

Staff requirements

• Contacts and visits to schools – 2.5 hours per student in first year with school – 20 minutes per student in second year with school – My own teaching load did not allow me to visit students in schools • Training – 6 hours initially – 2 hours at week 5 on Powerpoint – 10 mins of tutorials at 3 and 8 weeks per student • Module documentation – 2 weeks in first year – 2 days subsequently

Staff requirements- assessment

• 30 minutes per student for presentation • 1.5 hours per student for marking report • 1 hours per student for marking diary • Double marking

Staff requirements

• Administration of students (secretarial) – Handling applications – Handling CRB – Contacting students for school visits • CRB checks (Widening participation unit)

Benefits for University Staff

• ‘Teaching is learning twice’ – Review of my own teaching methods • Working with a new group of professionals • Knowledge of the dreadful working conditions of most teachers – Prep areas are DREARY, DIRTY and UNTIDY

Conclusion

Mistakes not to make

• Do not ask a teacher to phone you back • Do not contact a teacher by email • Do not promise any student a place until you have their exam results and you have a placement school • Organize CRB checks before the end of exams • Do not accept Microsoft files electronically off students

Mistakes not to make

• Do not ask a teacher to phone you back • Do not contact a teacher by email • Do not promise any student a place until you have their exam results and you have a placement school • Organize CRB checks before the end of exams • Do not accept Microsoft files electronically off students