- Choose one lesson per group for the fortnight which will be impressive. Star it on your timetable, max one per day. Consider scheduling a ‘planned low impact’ lesson on the same day.
- Choose a template for activities which you use for a certain amount of time. Maybe you can use a structure so that the first lesson each fortnight with a class starts with a picture. The second lesson begins with three multiple choice questions. The third… you get the idea.
- Investigate pre-made and customizable activities which are ready to print and use. You might have some in house; you may find one site or library works well for you. (See the second half of this post on the difficulties with finding resources)/
- Passive activities can be made active with a relatively small time commitment. Turn copied and pasted notes from Bitesize into a ‘spot the mistakes’ exercise; no copying for the kids, but a chance to use the magical red pen. Have students answer questions after watching a video, or even better generate them for each other. Provide a template for research lessons and share the best examples as student notes.
I’m afraid there are no magic solutions to tiredness; the average teacher has a lot more work than week. Anything you can reuse from past years, ‘borrow’ from colleagues locally or electronically, find at one of the many resource sites, gives you more time. I like the idea of time assets and debts, which you could sum up with a simple example. If I can spend an hour in August Doing a job that will save me just two minutes every week in term time, I’ll be ahead after a year. If it saves me two minutes each school day, I’ll have gained five hours by next summer.
So tiredness can’t be solved except by the boring approach of sleeping more. But we can use our waking hours better, just like we tell kids in exam season who would rather complete Call of Duty that revise.
Time to HALT?
I’d be really interested in any feedback on this – maybe it’s obvious, but writing it helped me get some things straight in my own head. As I said, I’m off Twitter for a bit, but feel free to share – just remember you’ll have to comment here if you want me to know what you think.
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Tags: support, teaching
So the new AQA Physics specification – currently still a draft – is interesting. Much of this also applies, of course, to other exam boards. Some of the changes I like, some I’m not so sure about. Of course a lot of these requirements were set by Ofqual and we could spend days arguing about how much of this is based on political, rather than pedagogical reasons.
Some schools are, of course, starting to teach this to their Year 9 pupils because they treat Science GCSE as a three year course. Even if not, those of us who teach KS3 will be looking at the specifications making sure we are setting the scene helpfully. Others have commented in far more detail than I, but I wanted to raise a few issues that have come up already during my day job.
- The language used to describe energy is changing, like it or not. Instead of types, the movement is towards stores (and pathways/processes) which may feel like a huge change. If you don’t know about it, please drop me a line via email or twitter, or contact us at the IOP through TalkPhysics. I blogged (personally) with some links a while back.
- There are required practicals instead of ISAs. (Cheering throughout the land…) Each exam board has their own list, but they’re pretty reasonable. Requirements about recording vary but it seems to me an ideal opportunity to build in regular discussion/analysis of practical tasks. SMT may need to be reminded that the list is a minimum expectation and lots more practical work still needs to be budgeted for.
- In AQA, at least, students will be expected to recall many more equations than previously. I’m personally dubious about memory as a proxy for leaning, but I’m not in charge. Not yet, anyway. So we will need, as early as possible, to get kids into good habits with fluent recall of these equations and their meanings, units and so on.
This last point is what I’m focused on, after a discussion with one of my mentees (the IOP runs a scheme to mentor early-career teachers of physics) over video chat at the weekend. We talked about using ideas from languages and primary spelling/times tables, where small regular testing improves familiarity. I spoke about Plickers and QuickKey as two ways to quickly collect scores for multiple choice questions. But, I reasoned, what about the students learning independently?
So today I’ve created a set of equation flashcards for the AQA (draft) specification on StudyBlue. Students could download these to their own devices for free (Android and Apple apps are available) then test themselves. Hopefully they’d customize them over time.
Set of flashcards on StudyBlue
If these seem useful, please let me know. I’m thinking about putting together sets for other aspects of the course – units and symbols are an obvious next step. So if you send me feedback, there will be more free stuff for you to use in class and save yourself time. A good deal?
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Tags: AQA, Physics, students
Apologies if this is a repost, but I can’t find it anywhere even though I created it ages ago. I, like many science teachers, have found that kids have tunnel vision when it comes to careers. Medicine, for a variety of reasons, is a real target for many of them. For some it’s a totally unrealistic one. The progression (anecdotally) goes like this.
- At the start of Yr12, more than 30 in a year of 120 were ‘going to be doctors’. When it is pointed out that we might send two or three off to medical school in a good year, there are blank looks. Even asking “Are you one of the three smartest students in the year?” doesn’t reach everyone.
- By halfway through the year, more than half of the students now know medicine isn’t happening for them. They immediately start looking at Pharmacy.
- By the start of yr13, with results in hand (and yes, I know that’s changing) we used to be down to between eight or ten with a reasonable chance. Some of those who had hoped for Pharmacy are now clinging to the hope of Biomedical Science. And have a private tutor.
- By Christmas, a few more are being realistic and have switched to other plans; I’ve found they’re a bit more open-minded, but it’s marginal. I had one student tell me they now wanted to do theoretical physics as it was the next best thing to medicine.
- At Easter, between six and eight think they’ve got a reasonable chance; two or three of those might actually get in.
What’s interesting is that hardly anywhere in this do they consider other clinical options that aren’t Medicine. (Some, of course, started off hoping for Dentistry or Veterinary.) It’s as if the vast majority of medical roles, working with patients and using highly technical skills, simply pass them by. So I created a list, not intended to be exhaustive, which is linked below. Perhaps useful to kick off discussion if nothing else?
medical careers as .docx file
medical careers as .pdf
Filed under: careers, pastoral, printables, students | 2 Comments
- 250 straws
- 50 balloons (x2)
- 100 BBQ skewers
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Tags: expeRimental, Physics, primary
For many students, this was exactly as planned. Some of the courses – chemistry, medicine, maths – would no doubt use the skills and knowledge gained. For other students, the more nebulous skills such as logical reasoning would be valuable in their future courses. And it’s much harder to track those who may not return to the academic content until after an apprenticeship or similar.
But as far as university physics admission tutors are concerned, those students are pretty much invisible. They’re irrelevant. What they know, or don’t know, never affects first year courses or the tutors who complain about this or that gap in their undergraduates’ knowledge.
- We ask our students to choose (or often, we choose for them) in year 9 or even earlier. At this point some are yet to gain confidence, while others will have already peaked, in ability or attitude. There will be a proportion of students who could go either way, but can’t be identified yet. As science teachers, we’d see this as uncertainty, not error. (Insert Schrodinger’s Cat joke here)
- The courses are seen, rightly or wrongly, as having different values. I’ve always said that I’d have a lot more confidence in the equal value of BTecs and similar if the same proportion of students in private and state schools did them. When an MP’s child, Tarquin or Poppy, do a college course in Leisure and Tourism instead of A-levels then maybe parity will have been achieved.
- Currently 16-18 courses feel very specialized. I would have loved to do more than four subjects, and it was seen back then that a broader curriculum was coming. And that, as my wife frequently reminds me, was years ago. Students feel they must identify as a scientist – or not – very young. I suspect for many it feels like a big commitment. (We looked at doing science vs identifying as a scientist in an early SciTeachJC).
- The very topics which might motivate students to carry on to further study are those which are less relevant for daily life. This means that it is easy for the open-ended, challenging ideas – the inspiring ones – to be saved for those students who will come to them again anyway. Those achieving at a lower level are taught topics which are less exciting – reinforcing their belief that physics is boring. A self-fulfilling prophecy!
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Tags: AS/A2, Physics, reflection
- spaghetti (1 pack per four kids)
- marshmallows (1 pack per four kids, no eating until the end)
- Make a tower from spaghetti and marshmallows.
- ExpeRiment with the construction of your tower to find out which shapes are best for building with.
- Learn why some shapes are more stable than others when you build a tower.
I had a vague idea of how things would go. Some of it was right; a lot of it wasn’t. The kids had a great time and, I think, learnt a little bit too. We started by talking about buildings, then I challenged them to make shapes with the marshmallows and pasta. Several of the kids – aged 5 or 6 – enjoyed this so much it was hard to get them to move on. The next step was to try making something to stand up. Before too long we were able to lead them to the idea that squares fell over. A couple of better examples showed that triangles worked well, and soon there were many weird and wonderful structures taking shape.
About twenty minutes from the end I asked them to pause and showed a few pictures on the IWB of buildings. The kids were very excited to point out the triangles on the Eiffel Tower and the Forth Bridge. They were not, however, able to translate these to very regular shapes in their own building. There was a lot of discussion about whether we should test the buildings by pushing from the side or above – an interesting approach would be to add a fan to simulate wind. Perhaps with older students! Most of them were happy to explain that the buildings needed a strong shape as well as a strong material, which I was pleased with.
Next time – because we’ll be repeating the cycle each half-term with another group of pupils – I’ll aim for a clearer structure from the beginning. It was harder to get them back on track than I expected. I’m used to being able to ‘steer’ consensus in secondary, but the kids listened, nodded, then carried on doing exactly what they were doing before I’d spoken.
- Picture of a building (if the IWB is working and the blinds are drawn).
- Start with flat shapes (set time limit)
- What will happen when we stand them up?
- Try it out, then ask what the best shape is and how we know (time limit).
- What shapes are strong? (triangles are good, squares and more sides can be deformed.)
- What makes a tower ‘the best’? (tall, withstands load, withstands force from side?)
- Allow time to build the ‘best’ tower
Things to track more carefully:
- different views of ‘scientist’ and engineer’
- words used eg strong, bendy
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Tags: expeRimental, practicals, primary
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Tags: Alom Shaha, expeRimental, practicals, primary, resources