Transcript TITLE OF PRESENTATION

Thinking, Doing and Talking Science
[email protected]
[email protected]
23 Oxfordshire
primary schools
Phase 1: pre-intervention
Jan – July 2013
Year 5 teacher
Year 5 teacher/science co-ordinator
Launch event in each school
3 days INSET
1 day supply for
planning per
teacher
2 Yr 5 teachers if 2 Yr 5 classes in school
23 Oxfordshire
primary schools
Phase 1: the intervention
Sept 2013- July 2014
Year 5 teacher
Year 5 teacher/science co-ordinator
5 days INSET
2 days supply for
planning per
teacher
End of year celebration & dissemination event for phase 2
schools & others
2 Yr 5 teachers if 2 Yr 5 classes in school
1. The Bright Ideas Time Part 2
Odd One Out
What went
well?
Any
surprises?
Were there any
issues?
Examples to
share?
Odd One Out Feedback
Sheets please
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 be a London underground.
•You wouldn'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
What is the difference between problem solving
and a fair test?
Is this problem solving activity suitable for your
class?
How can this be adapted for Key Stage 1?
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
16
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
19
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
21
Thinking time
Think
Pair
Share
22
Day 3: The Big Question
Children’s questions
Why?
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
Rate these responses, according to the depth of thinking
involved:
a. Most of the time people jump further when they are stronger
b. Muscles has got nothing to do with how far because muscles
are if you carry heavy things not how far you go
c. I think the people with the lightest legs will jump the highest
because they don’t have to lift as much
d. There is no reason
e. The people with the stronger legs are strong so they can jump
higher
f.
I think the strongest legs will push the most and go the
furthest.
g. The people with the strongest legs will jump the furthest
because they have the strongest legs.
Year 2 Patterns in Data & Evaluations
Lillie had the biggest bit round the thigh but
she did not jump the furthest
I think its about how high you go because it
takes longer to land
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)
6. A Practical Prompt for Thinking
Did anyone try out the Practical Prompts for
Thinking from Day 1?
7. The Plenary
Before Day 3:
• Plan to try at least 2 PMIs and complete feedback form
• Use one Practical Prompt for Thinking
• The potato challenge?