This was supposed to be a really quick job. For something I’m working on, I was looking at the equations students need to recall for the GCSE Physics exam (specifically AQA). And it annoyed me that they weren’t in a useful order, or a useful format for testing. So I’ve made a testing sheet, with pages for Energy, ‘mostly Electricity’ and Forces.
There are four columns, which are blank in the first three pages (for students) but completed in the answer sheet version. Because I’m good to you.
I’ve given the word, not the symbol – thoughts? (Could/should that be another column?) I’ve removed a couple of what I see as duplications, and missed out momentum because I was thinking of this as for everybody. Plus it would have mean adding another row and I was sick of messing with formatting.
Which variables are involved?
For students to write in the variables in words, as a starting point. The idea would be that you can give partial credit for them getting part way there, because we should recognise the early stages of recall. You may off course have them skip this bit later on.
What are the symbols?
If they know the variables, can they write down what they will look like in the equation? This would be the other place for them to show they know what the ‘equation for…’ variable could feature in symbol form.
Equation
Formatted as best I can, in a hurry in Publisher. I’ve used the letters as listed on the formula sheet, p95 of the specification. Even when I disagree.
As ever, please let me know if/when you spot mistakes. Because it’s in Publisher I can’t upload the editable version here, but drop me a line in the comments if useful and I’ll send it your way.
I’ve been pretty quiet recently – at least it feels like I’ve not been offering much to the conversation. There are several reasons, but a big part of it is that with paid freelance work I’ve really not been able to justify the time to do things for free. I’m not going to apologize for this because I’m sure you’ll all understand that without this work my family and I can’t go on holiday.
But I’ve missed you all, even if you’ve not been missing me.
This will be a quick post, hopefully to be followed up over the next week with another. I’ve been working in a school a couple of days a week, mixing teacher coaching with some intervention classes. It’s been interesting – and enjoyable, at least after the kids stopped swearing at me – so I thought it might be worth sharing a few things I’ve done.
I’m currently reading Mentoring Mathematics Teachers, effectively a collection of research papers published as a book. Now, I don’t teach maths – except in the process of getting the physics right – but I’ve found it really interesting. It’s mainly aimed at in-school mentors for pre-service teachers (PGCE, School Direct or similar) and NQTs. I’ve got a strong interest in how we can support teachers for a longer period than just a year, and in my day job we mentor ‘Early Career Teachers’ to the end of their second year post-qualification. I’m working through about a chapter a week, making notes in the margins, and really need to blog some of the ideas. So it was perfect timing to come to Chapter 9 by Lofthouse and Wright, about encouraging reflection by using a pro forma for observations. I’ve adapted it slightly with a fair bit of success and wish I’d been using it for longer.
As a physics teacher, I feel I should now make the point that teaching is a quantum process which is changed simply by the act of being observed. If you laughed at that, congratulations and please pick up your Physics Education Geek badge on the way out.
Click for PDF version
There are four stages:
The ‘observee’ defines one or two aspects they want to focus on, choosing a couple of questions for the observer to bear in mind.
The observer makes notes of specific features in the lesson relating to these questions – no judgment, just facts.
The observer poses questions based on these features to prompt reflection and discussion.
Together, the colleagues plan future actions based on the outcome of these prompts, leading to questions for the next observed lesson.
The aim of this structure is to encourage reflective practice rather than “I saw X and you should try Y instead.” In this way both teachers gain from it as there isn’t necessarily a hierarchy in place. It would work just as well when an experienced teacher is observed by a novice, with the questions directing them towards interesting features of the lesson. I can also see it being useful for peer observation – and like all such activities, it would work best when well-separated from any kind of performance management process.
I should emphasize that this is my take on the process rather than a paraphrased version of the original. And, of course, I’m still tweaking it! Currently I’m following up soon after the lesson but wonder if leaving the sheet with the observed teacher so they can think about the prompts more deeply might be worthwhile. I’m numbering the evidence I see and then grouping them in the ‘Reflection Prompts’ section if appropriate – this helps me gather my thoughts and gives more than one relevant example.
EDIT: I recommend reading a great post by @bennewmark, Finding a Voice, for the issues that can arise when an observee tries to replan a lesson based on well-meaning comments from a colleague.
Please help yourself to the printable version, try it out and let me know what you think. Maybe everyone else has something better already – it’s two years since I had a lesson observed! But I’d appreciate, as ever, any feedback or suggestions.
Teaching Science 