Teaching and Learning in Science: What works?

Thinking_maps

Stuart Naylor and Brenda Keogh, Millgate House Education, www.millgatehouse.co.uk

Lack of connection between the research and the classroom. What is the point of doing research?

Factors that lead to improvements in learning:

  • Setting challenging goals 
  • Monitoring an feedback 
  • Cooperative learning
  • Using similarities, differences and analogies 

1) summarizing and note taking

  • learners decide what is important 
  • think about the info and make sense of it 
  • being awear of how the info is structured 

2) assessment for learning

  • Sharing learning intentions 
  • Engineering activities that clarify what learners know and elicit evidence 
  • Providing thought provoking feedback 
  • Helping learners act as a resources for each other inc peer assessment 
  • Helping learners to take responsibility for their own learning inc self assessment 
  • Peer assessment doesn’t have to be ‘real’, use spoof assessment from fictitious colleague’s class

3) Visual representations

  • Shows relations simply, clearly, quickly, effectively 
  • No delay or barrier caused by having to decode text 

4) Generating and testing hypotheses

  • Explaining and justifying their ideas.
  • Using prior knowledge. Spoof hypothesis are just a valid. 

Further reading
Geoff Petty ‘evidence based teaching’
Evidenced based teachers network (on-line)
J Hattie ‘Visible Learning’ 2009

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