Do teachers want CPD in their own time? When is the best time to organise CPD?

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Earlier this week we were forced to cancel a course we’d organised for the weekend (we being the East Midlands region of the ASE).   Unfortunately we failed to attract sufficient numbers to justify running the course, with an average of four members per workshop (assuming everyone who had expressed an interest attended).

The course in question was a half day event organised on a Saturday morning.  The location was chosen to be central and easy to get to (and had the bonus of plenty of free parking for those that chose to drive).  Previous courses we had run at the venue in a similar time slot attracted in excess of thirty people. 

There are a number of reasons why we might not have attracted enough people:

  • Our publicity machine might need a little oiling, as people can only book onto a workshop they know about
  • The day of the week was a poor choice – people may not have wanted to give up a Saturday morning
  • Competition with other regional events – many people have been organising science teacher events so we are competing with each other
  • Venue – not everyone can get to Nottingham Trent University
  • Price – the workshop was advertised at £7 to members (£14 to non-members) with a free book.  Perhaps we were too expensive.

Unfortunately it isn’t possible to directly ask the people who didn’t book because we don’t know who they are.  I would appreciate some feedback from those of you who read my blog or receive my email feed when is the best time to organise CPD events and what encourages you to book onto a course when you see one advertised.  Better still if you are in the East Midlands and you knew about our event but didn’t book I’d love to know why so that we can do better next time!

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Advice for teaching electricity (from #ASEChat)

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I’ve advocated #ASEChat on Twitter before as a source of excellent CPD.  If you want to know more about #ASEchat then check out  my guide here and look at the official #ASEchat page here.

 

Last night I moderated (if that is the appropriate term) a discussion about teaching electricity which made for very interesting reading.  I’ve posted a summary of the chat below, and as with all #ASEchat sessions, the official archive and summary can be found on the official #ASEchat page.  I maintain an unofficial archive of #ASEchat transcripts on Google Docs in spread sheet format which allows you to sort by contributor, highlight links etc.  The electricity chat can be found here.

 

Summary of Topic 24 – Teaching Electricity

I chose this topic as a biologist because I’m not sure I always do it justice. I wanted to hear from experienced and creative physicists how they introduce the concepts and any models they might use. I’ve listed some of these below:

  • The Rope Model: recommended by the IoP and several ASEchat participants, the rope model can be used to model flow of charge around the circuit (several participants didn’t like the phrase ‘flow of current’). For those who haven’t seen this model before, this video captured at a regional ASE workshop (featuring Helen Pollard from the IoP) demonstrates how it works.
  • The penguin rollercoaster was mentioned more than once (similar to this one) in which @gwiff explained the penguin is the charge, the height is the voltage, the current is the penguins going past, the resistance is the friction and finally the battery is the escalator.
  • Several teachers said they introduce the term coulombs early on in KS3 and to specifically avoid referring to electrons. @Lethandrel said “Coulombs given joules each (EMF) Mission give them all away (pd is each charitable donation) Must do it in conga line” and shared an image of her own furry coulomb.
  • Several teachers pointed out that many of the models have flaws in them (credit to @alomshaha and @informed_edu for pointing out the flaws in the rope model). All is not lost however as other contributors suggested that discussing models and their limitations fits in very well with ‘how science works’. In fact @alomshaha points out “It was while struggling with electricity as a student myself that I first really understood what a model was in science”.
  • Primary teachers have a part to play in teaching electricity. Advice included avoid referring to electrons, don’t teach students that current decreases round a circuit, make circuits and test for breaks in these circuits, testing different sized batteries.
  • Finally the question was asked if electricity is taught poorly in many instances, are we not better off leaving teaching electricity until KS4 so it can be taught by subject specialists. The response was mixed, however physicists are in short supply and many schools don’t have this luxury, so good models and explanations are essential for all teachers.

Top tweets

ViciaScience: Is teaching electricity just about understanding how bread is transported from bakery to supermarket?

Lethandrel: Avoid talking about electrons – kids end up obsessed and can’t think of electricity without them

Lethandrel: I talk about coulombs per sec and joules per coulomb, cute furry creature with bag of jewels/joules nice visual to hang it on

Agittner: have we all seen John Travoltage on the Phet simulations?

informed_edu: pet hate: "current flows round the circuit"

informed_edu: @Bio_Joe Charge flows around the circuit. Current is the number of coulombs flowing past each second.

alomshaha: @asober The IOP’s rope model is inadequate. Does not explain potential difference or drop in P.D across resistor

Useful links mentioned in the discussion

PhET Interactive Simulations – http://phet.colorado.edu/en/simulations/category/physics

Squishy circuits – http://courseweb.stthomas.edu/apthomas/SquishyCircuits/index.htm

Teaching Science for Understanding (Electricity) – http://www.education.leeds.ac.uk/research/cssme/ElecCircuitsScheme.pdf

Klunky Schematic Editor – http://www.qsl.net/wd9eyb/klunky/

Switched On Kids – http://www.switchedonkids.org.uk/

Hilary Osoko has advice for Primary teachers – http://www.tes.co.uk/article.aspx?storycode=96600

Making sense of children’s ideas http://staff.science.uva.nl/~joling/vakdidactiek/documenten/electricity.pdf

Cheap high quality Science CPD in the East Midlands from the ASE

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Yes it’s a shameless plug.  I’ve been part of a group organising a science CPD event on Nov 12th (a Saturday) at Nottingham Trent University.  Numbers aren’t looking too good at the moment and I would hate to have to pull the plug on it because word hasn’t got out.

 

TeachMeetAseLogo (v2)

 

9.00am Registration and Refreshments

9.20am Welcome

9.30am Choice of Seminar

  • A.Creative ideas for Special Needs in Science
  • B.Using ‘Enquiring Minds’ to deliver a creative Science Curriculum
  • C.Science, Art and Writing
  • D.Active engagement and challenge

10.30am Coffee

10.45am ASE Science TeachMeet

A TeachMeet is an organised but informal meeting for teachers to share good practice, practical innovations and personal insights in teaching.  Our teachmeet will purely have a science focus and participants are welcome to come as spectators or presenters. Please see further details below.

11.45am Plenary and Evaluation

12.00pm Event closes

The cost for this event to members is £7.00 and to non members is £12.00. All participants will receive a free resource pack including either the See SAW book for primary teachers or the Big Questions DVD for secondary teachers.

To book your place please email Sue Banner on [email protected]. Please state your name, school, primary/secondary and your preferred choice of workshop. Please also give your ASE membership number if appropriate. If you don’t hear back from Sue, assume you have a place.

A.Creative ideas for Special Needs in Science – Rob Butler C.Sci Teach

A look at some creative ideas and strategies to use with students with special needs, or who perform below national expectations, with the aim of engaging students and raising achievement.  Rob Butler has over 13 years of experience teaching in a special school, and will be sharing tried and tested ideas from his own practice. You will have the opportunity to see samples of web material appropriate to this group of pupils.

Target Audience –teachers, technicians, students, TAs, tutors and advisors. The content is mainly secondary but some material is appropriate for upper primary

B. Using an ‘Enquiring minds’ approach to deliver a creative Science curriculum – Margaret Fleming Education Consultant

Enquiring Minds explores how students’ ideas, interests and experiences can inform the content, processes and outcomes of teaching and learning in schools. At a time of curriculum reform in primary and secondary schools, Enquiring Minds provides guidance and research to help support schools through the process of change.  Margaret Fleming has worked with a team of colleagues from the LSN Triple Science Support Programme to develop resources based on this approach to teaching and learning. She will share the ideas developed in the context of Triple Science Biology.

Target Audience – secondary teachers, technicians, students, TAs, tutors and advisors.

C. Science, Art and Writing (SAW) Jane Winter

SAW is an innovative and cross curricular approach to science, which inspires poetry and art work while increasing scientific understanding for all ages.  In this session we will tell you about our experience of using this approach with children in the EYFS, KS1 & KS2 in our school.  This session will provide ideas for your Art and Literacy subject leaders to help promote science teaching and learning in your school, along with some great ideas for manageable, creative and fun science days. . 

Target Audience – primary teachers, co-ordinators, Students, TAs, tutors and advisors. 

D. Active engagement and challenge, Melanie Edwards Science AST, Redhill Academy

A hands on workshop in which you will take part in several Teaching and Learning strategies that have a proven record of engaging and challenging students of all ages. The strategies can be adapted to teach various areas of the Science curriculum; they also require minimal resources and little preparation time. Therefore, you will be able to incorporate the strategies into your lessons the very next week! Descriptions of the strategies will also be provided to allow coaching of colleagues back in your schools.

Target Audience – teachers, technicians, students, TAs, tutors and advisors. Mel will be speaking from a secondary viewpoint but much of the material is appropriate for upper primary

ASE Science TeachMeet

A TeachMeet is an organised but informal meeting for teachers to share good practice, practical innovations and personal insights in teaching.  Our TeachMeet will have a science focus and participants are welcome to come as spectators or presenters. Presenters will sign up for a 2-3 minute presentation or a longer 5-7 minute presentation which can be about any topic related to (science) education, and in any format.  Having seen some of the exciting and innovative practice in the East Midlands, we would hope that many of you will sign up to share with us some of your ideas and innovations in the classroom.  Every idea shared is worthwhile.

Target Audience – teachers, technicians, students, TAs, tutors and advisors

My favourite resource (first appeared in the TES 30/09/11)

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I was recently asked to write a short review on my favourite resource for the TES.  Nearly three weeks after I submitting it was finally published in the science section of TES resources.  I’d love to write more in future but time is a big factor, especially with so much work to do and so many commitments to honour!

 

Harry Potter genetics
What is it?

A PowerPoint presentation and supporting activities designed to show secondary students how Mendelian inheritance works by looking at how magical abilities are inherited in the Harry Potter world.

Background

In 2005, a group of experts in Australia wrote to Nature magazine suggesting that the world of Harry Potter could be used to explain to children the principles of genetic inheritance. Teachers responded by creating resources based on this idea to use with their classes. (I wonder if JK Rowling researched the topic for her writing?)

How I’ve used it

I have used this resource many times with KS3/4 pupils, who tend to be familiar with the Potter universe. The premise of the activity revolves around the characters’ ability to do magic being inherited from parents, and the idea of a “wizarding” gene is introduced. The idea of dominant and recessive alleles is tackled, along with various genetic crosses and the possible outcomes. For example, it explains how a character like Hermione was born a wizard despite having two non-magical (muggle) parents. At the end of the presentation, most students can complete their own genetic crosses using a Punnett square and go on to apply their knowledge using the extension material. Find the resource at www.tes.co.uk/resources003

Rob Butler is a science and ICT teacher at a Nottinghamshire special school and sits on a regional Association for Science Education board