| Outcome |
Content |
Strategy |
Resources |
Session 1
8.30-9.30
Introduction and Expectations |
Introduction to Leaders Strategy
1. Purpose of Leaders Strategy in the context of previous professional development:
Science Project
District based
and
Other PD available through District, schools, other.
2. Purpose, intended outcomes and structure of the 3-module program.
3. Structure and intended outcomes of module 1.
Expectations
1. Our expectations of participants
2. Identification of where participants are at in terms of implementation and their expectations of the 3 days.
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Input from module leader
(20 minutes)
Groups of 6:
All from different schools; and separate primary/secondary groups
Individually
1. In terms of implementing the CIP in your school:
Where did/will you start?
Where are you at in the Science LA?
2. What is the major expectation you have of the 3 days, or a key question you expect to be answered?
In pairs, discuss each question to clarify. Write expectation/question (1) onto a card.
Group to select facilitator; max 5 min per participant.
Each to share their responses with the whole group (of 6).
Card cluster: Each to paste their expectation on board, clustered as: management, assessment, planning, moderation, ways of teaching, student learning, other.
Self introduction of all participants; name, school, expectation/question
Quick summary of issues with whole group by module leader. |
Overheads
1. Cards (about half A4 size).
2. Area for card cluster display.
3. Pins or blutac.
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Back to the Top
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| Outcome |
Content |
Strategy |
Resources |
Session 2
9.30 - 10.30
Participants will
develop their
understandings of
the nature of
science described
in the frameworks. |
Review commonly used science activities in terms of the:
1. view of science
2. view of learning
suggested by the activities.
Identify and describe features of a good activity.
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Groups of 3. Primary in groups early childhood/middle primary/upper primary.
Groups to select a facilitator, recorder and reporter. (Roles)
Each group to select one activity (from three on the table) to evaluate using the Pins/blutac
- proforma. (Note: Quick impressions, not detail)
Paste the activity onto a large sheet of paper and list the good features of the activity and its weaknesses.
Display sheets for gallery walk. Each group spends 5 minutes at 2 other activities. Tick, cross, clarify or add ideas.
Finish with groups spending a few minutes with their original activity to discuss the comments of others.
Reporter to summarise and report back to whole group.
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- 1 copy of 30 different activities photocopied.
- Large sheets of paper, sufficient
1 per group.
- Thin felt pens.
- Pins/blutac
- Proforma
(1 each)
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Back to the Top
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| Outcome |
Content |
Strategy |
Resources |
Session 3
10.50 - 11.20 |
What the Science Learning Area Statement says about views of science and views of learning:
1. Connecting the definition and rationale (scientific literacy for all) to the science learning outcomes.
2. Research in learning science connected to views of learning in the Statement.
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Presentation
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Overhead projector
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Reflection
11.20-11.30 |
Individual journal writing. |
Respond to questions, what have I learnt, how did I learn it, was it effective for me?
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Thin exercise book, 1 per participant.
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| Outcome |
Content |
Strategy |
Resources |
Session 4
11.30-12.30
Participants will develop their understandings of:
1. The purpose and use of different types of investigations in science.
2. Effective use of open investigations for learning and assessment.
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Reasons for practical work
(WS p2)
.....link to SLO
.....link to OLO
Types of science investigations and their purpose.
The place for investigating scientifically.
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Groups of 4.
(a) Place of practical work in achieving the outcomes
Next to each of the 9 purposes of practical work, list how this links to the Overarching Learning Outcomes (OLO) and Student Learning Outcomes (SLO) (list the number of each outcome).
| Purpose | OLO | SLO |
eg. Language
Development | 1 | 1,2 |
Call out - record onto an overhead. Summary comment:
...There are many purposes of practical work in science, all of which are important in implementing the CF and O&SF.
...There are many types of practical work, all of which have their place to achieve these purposes. (demonstrations, fieldwork, practical exercises, open investigations).
(b) Investigations in science:
Have on a card for each group:
Science investigations are designed to collect evidence to:
- solve problems
- answer questions
- test hypotheses
Refer groups to '8 types of investigations', p12, 13 WS
Using the materials on the table as prompts, describe three different types of investigations students could do using these? Also, state:
- the problem, question or hypothesis.
- the evidence they would collect.
When finished, pin sheets up in the room - participants can view over lunch. All to be typed for later circulation to all participants.
Summary comment: (5 min)
- There are different types of investigations used for different purposes: All collect and analyse evidence (data)
- Open investigations: where students take the initiative. (p4 WS)
- Investigating scientifically: Led discussion of Fig 1, p4 WS
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One A4 recording sheet each
Sets of material for each group - different:
leaves, pieces of sponge, lollies, elastic bands, dry seeds (peas, corn), straws, balls.
A3 recording sheet for each group.
Science investigations cards.
O/H
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Back to the Top
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| Outcome |
Content |
Strategy |
Resources |
Session 5
1.15 - 3.15
Develop understandings
of effective use
of open investigations
for learning
and assessment.
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Planning using open investigations (30 min)
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Scaffolds for investigations.
In groups, (ECE, middle/upper primary, lower secondary), take the earlier activity from session 2 and design an open, researchable investigation. Write onto an A3 sheet and paste on original sheet from session 2.
Primary: Reference to support material linking Primary Investigations to Investigating Scientifically.
Secondary: Reference support material.
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WS - refer to scaffolds
Copies of activities from activity 2
Hand-outs of support material.
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The levels of Investigating Scientifically and how to use them for monitoring achievement.
(1 hour)
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Using the SOS for investigating scientifically, focus on three consecutive levels, with the 4 sub-strands, pointers and elaboration statement.
ECE focus on levels 1-3
Yr 4-7 teachers focus on levels 2-4
Yr 8-10 teachers focus on levels 3-5
Focus question: For each of the levels allocated, what are the key words that distinguish the level. Highlight these with highlighter pen.
Jigsaw into heterogeneous groups. Discuss levels and come to agreement on what children are showing to be achieving at each level. Discuss a work sample.
Return to original groups and discuss and record issues.
Call out and recording of issues in whole group.
Input, whole group discussion of action task to be done between meetings:
Each participant to conduct one open investigation with a class; select two samples of student work; decide on a level for each of the students; bring to next meeting a copy of the investigation task and two copies of the work sample.
Journal readings for next meeting.
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An A3 copy of the Investigating scientifically SOS levels 1-5 for each participant.
Highlighter pens - enough for 1/participant.
Work Sample book
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| 3.15-3.40
Effective ways to share information with other staff in the school. |
Action plan |
Teachers from same schools together, discuss and record what you will do with your staff before the next module.
Develop action plan: What will I/we do? How will I/we do it? How will I/we know if it will be effective?
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| 3.40-4.00 |
Summary/discussion/evaluation and discussion of outcomes for module 2. |
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Evaluation sheet |
