People who know me and visit my site know that I regularly upload and share resources and ideas from my own classroom, however looking through the TES resources gave me an insight into what might be happening across a range of other teachers’ classrooms.

First of all I was impressed by the altruism of the teachers who had chosen to share resources, with some teachers having  uploaded and categorised dozens of individual resources.  Most of the resources I saw (over 75%) of them were useful or better, and I found many examples that I thought were worth highlighting (and will form the basis of later blog posts).  However as I looked through the resources some nuggets of advice began to form in my head for those who want to share resources.

Explanation.  When looking at some resources it was not obvious how the resource could be used.  A lesson plan or even brief notes of explanation really help someone else see what the author had in mind when they created the resources.

Presentation.  Something as simple as changing font size and line spacing can change how a resource is received by students (and other teachers).  There isn’t really any excuse for a resource that uses half a side of tiny text and lots of empty white space.  Are there any royalty free clipart images you could include to make your worksheets look more appealing to low ability or low literacy students?

Differentiation.  Perhaps you differentiated your lesson or perhaps you changed the activity for a particular group.  Either an included lesson plan or a few lines of text about what you might like to change can make the world of difference to teachers looking to download.

Assessment. Unfortunately we live in a data driven education system.  While this might not be my preferred way of working, we have to play the game by the existing rules.  Adding levels to your learning objectives or outcomes (if you have them) can be a life saver for your time pressed or newly qualified colleagues.

Categorisation.  You created a resource for a specific group and topic.  Make sure when you upload your resources you chose the right categories for your material – that will help others find your resource and increase your audience.

Is it a time saver? It takes a couple of minutes to create a table and put in some headings.  Unless a table (for example a results sheet) is part of another activity, think carefully about if you need to upload it at all.  You don’t have to upload everything you create!

Consider the learning. Ultimately we want to see students learn and make progress.  Does an activity or resource allow a student to demonstrate this progress?  If it doesn’t should you be sharing it as good practice?

I’ve uploaded lots of resources to my own site, and allowed my resources to be uploaded to the TES site.  Perhaps in future I need to eat my own dog food and consider how I might improve the quality of my own resources or the accompanying description to make them more useful to my teaching colleagues. 

I received an email from an exam board today which said:

Once again politics and Westminster teacher bashing takes precedent over the opinions and advice given by the teaching professionals who actually work with our children.  Apparently our exams are too easy and we have to do something to make sure they aren’t.  Of course these changes have far-reaching implications for our students, big ones for some.

My children are low attainers as you might expect (they attend a special school).   About half do entry level qualifications and the rest work at GCSE level.  There are children like mine in every mainstream school across the country – they aren’t that unusual.  These are children that have to be reminded what they did last week (sometimes they forget what they did earlier in the day).  These students will now have to remember what they learned up to two years ago.  Whilst it is possible to build in revision sessions (after all how can students with low literacy levels reasonably revise at home?), it isn’t possible to revise everything in sufficient depth for the students to do themselves justice.  I struggled getting enough revision in when we did modular exams.

So what is the answer?  Not only are the exams being made harder but at the same time pressure is put on schools to achieve better and better results.  The only conceivable way my students can achieve a GCSE-equivalent qualification that reflects their ability is to do a vocational qualification like BTEC where the assessment is portfolio based (although even this is being changed – more about BTEC changes here).

Of course none of these changes are pupil centred or put the student first.  Mr Gove hasn’t considered how my students will feel if I enter them for a qualification they are doomed to fail.   After the media and political attention drawn to the disaffected youth following the recent riots I thought the Government might have started to change its approach.

For now I’ll be plodding along following BTEC science with my students and trying to convince them as we go that they aren’t failures and that they have a place in society.  Let’s hope I am right!

Topics include:

• BTEC Level 1 Chemistry (periodic table and chemical change factors)
• BTEC Level 1 IT users
• Entry level biology topics
• Misc updated worksheets.

Please download and use these resources as you see fit.  Usual copyright terms apply.

The video:

Please leave a comment if you have any questions.

It’s time for a plug for Science in the park taking place on 10th March 2012.  The event will be held in Wollaton Hall (in Wollaton Park, hence the name!) and offers something for everyone.

You can find out more about the event by visiting their website.

It is also worth plugging the competition they are organising (for 11-18 year old school students) which has a prize of a £100 voucher from Scientific Laboratory Supplies in Nottingham.   Up to date information about the competition can be found here.  A valuable opportunity for all schools in the Nottingham area to take part, further their science knowledge in the process and maybe win a prize for the school.  See you there!

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!

Image © ComputerClipArt.com

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

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 banner.sue@gmail.com. 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

Shortly before the summer holiday I went on a briefing session on the new Ofsted framework for school leaders.  I’ve tried to tease out some of the most important issues for heads of department – as you read below remember that I’m not an Ofsted inspection and that I’m commenting on notes that I made during the briefing session.

The Ofsted Framework is changing early next year (subject to Royal Assent) so what does that mean for teachers and school leaders.

What is changing?

Ofsted is trying to make the framework more manageable, simplifying and streamlining the inspection process.  The number of key judgements will be reduced to four, plus an overall judgement.  The new judgements will be:

• Achievement
• Quality of teaching
• Leadership and management
• Behaviour and safety

The overall judgement will take account of the four judgements above and also how well the school promotes pupils’ spiritual, moral, social and cultural development.

What does this mean for the classroom teacher?

I’m told that the classroom teacher won’t notice a huge difference over previous inspections.  There may be more lesson observations as inspectors try to get a handle on achievement, teaching and behaviour, and there could still be part-lesson observations.  There may even be bespoke observations, for example if there is belief that there is insufficient challenge in maths, starts of lessons/activities could be sampled instead.  Teachers will still receive feedback at the end of an observation.  Joint observations will still be conducted (to help moderate judgements about teaching and learning made by the school as part of the self-evaluation process).

There will also be a greater focus on the teaching of literacy across the school, and inspectors will be looking to gather information about the impact that teaching has on learning over time.  Progress (as well as raw attainment) will be important as well.

What does this mean to subject leaders?

With the culling of key judgements and abolition of the compulsory SEF, it may be time to look again at your own self-evaluation procedures, perhaps focussing more attention to the four key judgements (as listed above).

There will be a greater focus on reading and literacy so if you haven’t already embraced literacy across the curriculum, now might be a good time to start putting this into effect.  Whilst there is no separate judgement for literacy, it will be looked at as part of the key judgements.  Pilot schools recommend that there is a literacy component to lesson planning pro forma.

There will no longer be judgements for special educational needs (SEN) and school specialisms but they will be looked at as part of the new key judgements.

Behaviour is more important than ever, with the message coming both from government and from Ofsted.  The inspection team will try to collect evidence to show what behaviour is typically like rather than just the behaviour they see during the inspection.  This could include pupil or parental feedback and exclusion records.

There will no longer be reference to contextual value added (CVA) figures, and inspectors will revert to using value added measures as in the past.  Tracking information and baseline data will be very important to help demonstrate progress and justify the school’s approach.  Make sure as a department you have a good handle on progress and can demonstrate this if asked.

Inspectors will also be looking to see more of focus on formative assessment and it may be worth revisiting this in departmental meetings.  Inspectors will want to see the impact teaching has on learning over time, and may look at student work and corresponding data.

School leaders will be focussed on improving outcomes and narrowing the gap.  Self-evaluation, monitoring and teaching, capacity for improvement and compliance with statutory requirements will form part of the leadership and management judgement.  Departmental leaders will be expected to have in place strategies, structures and approaches which are bringing about improvement, and to show how barriers to learning are overcome.

It is also worth mentioning that inspection teams will only have Raiseonline data and the last inspection report, any other information will be provided by the school (and in a format of the school’s own choice).

That’s the crux of it! I’m no expert but I’m happy to try and answer any comments or respond to feedback below. 

Image © Blue Square Thing on Flickr