Transcript TITLE OF PRESENTATION

Thinking, Talking and Doing Science
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PMI
Chocolate door handles
PMI: A world without electricity
Positive Statements:
•You won`t waste so much energy
•Instead of electrical toys you would have wind up
radios –
that would be fun!!
•The world would be equal
Minus Statements:
•It would be very scary walking home at night.
•There wouldn't`t be a London underground.
•You wouldn't`t be able to watch T.V!
Interesting Statements:
•You would have to be inventive in your spare time.
•Torches might become really fashionable.
•People might be fitter – less T.V = more exercise.
The chocolate teapot
Try some
Living on the Moon
An eye in the middle
of your hand
See the sheet of
further examples
A world without friction
A flexible skeleton
2. Julie Pottle
3. Problem solving as a means of challenge
Food for thought
Why do you ask questions in the classroom context?
• Draw up a list of the different uses of questions
within the classroom
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4. Higher order questioning
Bloom’s Taxonomy
High:
evaluation - judging, rating and giving opinions
synthesis - hypothesising, showing originality by
creating, inventing and composing
analysis - categorising and comparing; distinguishing
between fact and opinion or relevant and irrelevant
information
Middle:
application/use - transferring knowledge from one
situation to another similar one
Low:
comprehension - summarising and putting ideas or
information into other words
knowledge - remembering, reciting or listing facts
Higher Order Questions
Revision questions and those requiring only the representation of known
material (simple comprehension) attract lower order answers; while
questions that ask students to deduce, hypothesise, analyse, apply,
synthesise, evaluate, compare, contrast or imagine attract higher
order responses.
Kerry & Kerry: The Centrality of Teaching Skills in Improving Able Pupil
Education
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Another definition of Higher Order Thinking:
‘Higher order thinking occurs when a person takes new information
and information stored in memory and interrelates and/or rearranges
and extends this information to achieve a purpose or find possible
answers in perplexing situations.’
Information
Relates, rearranges
Possible answers
Lewis and Smith (1993, p.136)
Skinny questions:
Check pupils’ knowledge
Often one word answers
Seeking facts
Rich questions:
• Open ended
• Needs time to think – can’t
usually answer immediately
• Answers generally require one
or more sentences
• Sometimes pupils need to ask
other questions to work
towards main question
• Tend to prompt further
questions
• Need to make links, apply
ideas, give reasons
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Thinking time
Think
Pair
Share
15
Ideas for using it?
5. Focused recording
Example:
Do people with the strongest legs
jump the furthest?
I think…
because…
Clear LO in Sc 1
Example:
Do people with the strongest legs
jump the furthest?
Responses from Year 2 pupils
How to focus the LO in Sc1
Concentrate on one particular aspect of
an investigation, e.g.
• prediction
• planning
• results
• conclusion.
Focus Recording
– on the learning objectives
Time
Questions
Pupils as
researchers
Investigations
Infusion: Higher order
thinking
Creativity
ICT
Bright ideas
time
Problem
solving
Coates, D. & Wilson, H. (2003). Challenges in Primary Science. London: Fulton
What learning objective would be appropriate for
the potato challenge?
What recording would be appropriate for the
potato challenge? (specific to your class)
Before Day 3:
• Plan to try at least 2 PMIs and complete feedback form
• Use one Practical Prompt for Thinking
• The potato challenge?