Evidence for the Specific Development of Step 3

Steps 3. Demonstrate effective interpersonal skills that promote cooperation and partnerships with colleagues and my supervisor, as well as acting on the guidance and support they give me.

When? During the July/August practicum.

How? Speak with a range of staff within the school other than my supervising teacher, such as the laboratory technician, other science teachers and teachers from different subject areas. Use the feedback given to me every lesson by my supervising teacher to influence other lessons I teach. Record any suggestions and endeavor to take on board advice from each staff member.

What evidence will I have? - Feedback given by my supervising teacher. - Suggestions I have written down from conversations with other staff members. - Lesson plans that show how I have used feedback to alter my lessons.

During my practicum I interacted with a range of staff at MCC. Although most of my time was spend with the science staff members, I also spoke to staff from a variety of areas within the school such as administrative and student wellbeing staff. Using a conversation I had with a Drama teacher at MCC I was able to create an activity for a Year 7 Revision lesson with incorporated a drama play into Science. The activity consisted of a range of scenarios that students drew out of a hat in

groups of four. The aim was to make a short 1-minute play using the scenario they had chosen and using the key words they were given. For example, one group was given a scenario where they were a group of friends snowboarding at the snow; they had to include the words friction, slippery and traction in their play. During my first week at MCC, my supervising teacher suggested that I break lessons up with a broader range of activities (Figure 1). During my second and third week at MCC I strived to break my lessons up with a range of teacher based learning activities, for example, a power point presentation with a range of YouTube clips which were explained to the students, and student based activities, such as interactivities on the students laptops and a practical each class. Figure 2 shows an example of a lesson plan from week three of my teaching rounds that had a range of activities to aim for greater student engagement. This class was developed using a range of techniques I had taken from articles I had researched on student engagement, including an Electronic Classroom Response System (ECRS) called Socrative, as literature I had read suggested, the ECRS has been documented to increase student engagement. An ECRS allows all students to engage actively with the subject matter during the lecture time, preventing a passive learning approach often typical of the lecture setting (Snyder, 2003), two worksheets, a dramatisation activity, an interactivity on the students laptop and questions from the students texts. Figure 3 shows the PowerPoint that went with the lesson. Figure 1: Feedback from my supervising teacher Feedback: There was too much sitting and listening for the students. You need to break up the lesson more. Even if its just writing answers to some questions along the way. This gives the girls something to take from the lesson, as most wont even remember what you said. 70 minutes of talking to Year 9 without them doing something is too long.

Figure 2: An example of a lesson plan that aimed to increase student engagement

7C Science th Period 4: Friday 10 August

Time 1.50 1.55 2.00 2.00 2.05 2.05 2.15 2.15 2.30

Teacher is doing Music Set up PowerPoint on IWB Greet students Take role Show students on IWB how to log onto socrative Room Number: 37082 Quiz Students with Slide 1 6 on PP Slide 7 Worksheet Races Explain Worksheet Races Worksheet 8.4 Worksheet 8.5 Interactive Magnets Crossword: http://library.thinkquest.org/06aug/02337/crossword.htm (Emaied to students)

Students are doing Listening and contributing to class Listening and logging onto Socrative Questions Completing Worksheet Races

2.30 2.50

Correct Worksheets Slide 8 Science Drama Explain activity 5 minutes to arrange a 1 minute play Hand out scenarios

Completing drama activity

Arranging play

2.50 3.05

2.40 Students perform their play Instruct students to complete activities on Slide 9

Performing Play/ Watching students play Completing activities

Figure 3: PowerPoint from the lesson plan in Figure 2

1. The unit of measurement with which forces are measured.

a.

3. What is the name given to the force when two materials rub against each other? Force b. Friction c. Heat d. Upthrust
a.

Centimeter b. Inch c. Newton d. Meter

2. Gravity is the name of the force that pulls objects towards the centre of the Earth.

4. When a magnet is placed close to iron it will attract.

True or False True or False

5. When the south ends of two magnets are placed towards each other they will Repel b. Attract c. Explode d. Do nothing
a.

Worksheet Races
Each pair must complete two worksheets and an interactive crossword to win a prize Rules You must not collect the second worksheet until you have finished the first worksheet. The link to the interactive crossword has been emailed to you. You must complete this as a pair on a lap top at your table.

6. Which of the following is a contact forces: Friction b. Gravity c. Magnetic Force d. Electrostatic Force
a.

Science Drama
Combine with another pair to for m a group of four. Each group will be given a topic which you must create a play for. You have 5 minutes to create a 1 minute play. Good Luck!!

Chapter Questions
Section 8.2: A magnetic attraction Analyse - Question 14 Section 8.5: Friction Friend or Foe Think Questions 8, 9 and 10 Imagine Question 16 (Individually) Once you have completed your questions you may play interactivity Parkworld Plot