Rachel Dunne 3044572

Teaching Clinic Portfolio

ContentsSituational Analysis pages 2-3

Unit Overview Pages 4-7

Lesson Reflections Pages 8 -12

Science and Teaching Clinic Report Pages 12-13

Evidence of Student Learning Pages13-17

Assessment, Reporting and Moderation Pages 18-20

Concluding Evaluation and Pedagogical Philosophy Pages 21-22

References Pages 22-23

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Situational Analysis

St John the Apostle (St John) primary school is a catholic primary school within the Archdiocese of Canberra and Goulbourn. It is located in Florey, in Inner North, Canberra and situated within close proximity to Florey primary school and St Francis Xavier College.

St John's has an enrolment population of about 382 students (Annual Report, 2011) consisting of 54% male and 46% female students (Annual report, 2011). St John’s has an index of community socio-educational advantage score of 1033, 33 above the national average. Although, only 5% is distributed within the bottom quartile (Acara, 2011), this implies that the socio-economic status of the school is quite high with only 5% of enrolments being in the bottom quartile as opposed to the 25% which is the national average (Acara, 2011).

The school has a strong staff retention rate of 96% for 2011 (Annual Report, 2011) and student and staff attendance rate with an average student attendance of 94% (Annual Report, 2011). These figures in conjunction with the information from the parent, teacher and student satisfaction survey indicate a positive experience for all stakeholders, signifying a safe, supportive, quality learning environment.

St John’s appears to have a strong emphasis on literacy and numeracy across the school. This is highlighted within the Annual Report (2011) as the two priorities identified are literacy and numeracy and by the professional development the staff have undertaken (Annual Report, 2011). It is again emphasised by the layout of the school report, which has dedicated space for comments focused on religious education, literacy, numeracy, and a general comment overall with only a grade given for social sciences, science, the arts and personal development, health and physical education (St John of the Apostle- school report, 2012). This is once again pointed out in professional discussions with the principal (and previous science coordinator). She emphasised that there is a lack of quality, engaging, inquiry based science lessons across all schools including St John’s and that science is often a difficult subject to get the teachers rather than the students excited about as the teachers often feel they themselves don’t have the content knowledge in regards to science. She acknowledged the importance of science not just as a standalone subject but also the impact that quality science instruction has through cross curriculum links, questioning, critical thinking and other higher order thinking skills on all other areas of learning. This belief is further highlighted by the positive and supportive partnerships between St John’s and the University of Canberra.

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Specific to the year 4 students involved in the teaching clinics was the classroom layout, the curriculum, staffing and the timetabling and group dynamics. The year 4 classroom layout has recently been refurbished and is now an open plan, flexible, modern innovative learning space. It consists of two year 4 classrooms and 2 year 3 classrooms coming off either side of a central open work space. This work space is complete with desks arranged in groups, computer areas, open group work areas, wet areas and comfortable reflection spaces.

The classroom teacher has recently been away (for term 2) and was not on class for two of the four sessions we were at St John’s, this has meant that the class from which our specific students have come from are at different stage in regards to current science focus of living things than the other year 4 class. This was demonstrated by the contrasting classroom environments, one class was well into their investigations, they had a detailed word wall, there was walls covered in posters, diagrams and reports whilst the other class (from which our group was from) had the beginnings of a word wall and some artwork of the lifecycles of various insects.

The teacher being on leave also meant that she has had no exposure to the previous science teaching clinics that the class participated in during winter term. The students took the lead when organising themselves for their first session, they knew who was in each group, what we (UC pre service teachers) were there for and the hands on, engaging nature of the lessons. When discussing this with the classroom teacher she was extremely impressed, not only with her students’ level of self direction but also the impact the science clinics have had on the students in regards to science but also in a broader sense with questioning, discussions and working together in groups (Classroom teacher, 2012).

The teaching clinic sessions which we participated in were conducted during the last four weeks of term, on Wednesday afternoons from 1.50pm - 2:35 which was straight after lunch. This meant that our 45 minute clinic had to allow for tuning in, reorientating on the teaching clinic approach and packing up. The nature of the clinic situation also limited any possibility of lessons running over or continuing when students were thoroughly engaged and on the cusp of deeper learning.

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Unit Overview

Week 1: Engage phase

Introductory lesson and diagnostic assessment

19. The student understands and applies scientific knowledgeLiving Things: 19.LC.9 structures of living things and relationships between structure and function19.LC.10 categories of living things based on observable characteristics19.LC.17 observe, explore, investigate, consider, identify, describe,compare and sort natural phenomena and living and non-living things

Questioning and Predicting: With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on their prior knowledge (ACSIS064).Planning and Conduction: Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065).

Students will participate in a classification activity sorting pictures into the category of living and non-living.

Students to justify why they placed the pictures into each category. Pose the question, what is the definition of a living thing? What do living things

need to stay alive? Introduce the concept of testing. How do we know what living things need?

What happens without them? How can we test it? Prompt discussion around fair testing and ethical tests (plants not animals)

These questions are to directly lead into the next few weeks activities of growing plants with different variables.Obtaining a definition from the students of living things is to help with the diagnostic assessment. It will also be valuable to compare this definition to the definition the students give in week 7s lesson.

Aims: Establish what the students already know and the gaps in their understanding, their ability level, any behavioural problems and any particular teaching techniques that work best with the groups’ dynamic. Determine whether the plan for future lessons will be successful in regards to the content (what they have already covered) and the students level of understanding.

Week 2: Explore phase

Setting up the fair test and scaffolding students understanding

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Science Education: 19.LC.12 some interactions between living things, and between living things and their environment.19.LC.17 observe, explore, investigate, consider, identify, describe, compare and sort natural phenomena and living and non-living things.19.LC.18 examine and predict events, speculate how and why things happen, and compare explanations from different sources, using scientific language. Questioning and Predicting: With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on their prior knowledge (ACSIS064).Planning and Conduction: Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065).

Students will be asked to think back to the last clinic – remembering which four external factors that impact a plants life that the students decided on last week.The four factors are: Water, Soil, Sunlight and Air.

Remind students of the discussion about conducting a fair test, discuss further with incorporation of scientific terminology (control, variables).

Use a word wall, students will be looking at terminology they used the previous week (recorded by the teachers), and they will also be introduced to new scientific language

Students will write their own hypothesis of the investigation and make an individual prediction of what they think will occur at the end of the investigation. Students will write their predictions on their investigation planners.

These predictions will also be used as formative assessment, judging the students understanding of the factors living things need.

Students will work collaboratively through the experiment investigation sheet. This will be teacher guided, teachers providing prompt questions. The plants that will be used in the experiment will also be used as prompts for students. They will be required to write down their observations of what each plant looked like at the beginning of the investigation.

This sheet will be used as formative assessment, comparing the student’s initial answers to their final understandings.

Week 3: Explain phase

Explain concepts being investigated and developing students scientific thinking

20.LC.2 the concept of habitat and the diversity of living things within a habitat.19.LC.12 some interactions between living things, and between living things and their environment.19.LC.17 observe, explore, investigate, consider, identify, describe, compare and sort natural phenomena and living and non-living things.Science Understanding: Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073).Processing and analysing data and information: Compare results with predictions, suggesting possible reasons for findings (ACSIS216).

Students will add to their observations chart which was started during lesson two. Students and teachers will discuss and compare what the students have observed and

discuss if student hypothesises are coming true.

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As a group students will discuss the characteristics of living things. Students will be presented with the scientific concept that all living things have the same seven characteristics: Movement, Respiration (breathing), Sensitivity, Growth, Reproduction, Excretion, Nutrition (food)

Students will create a scientific drawing of a Hebe Icing sugar plant. Students will write a sentence about how the plant meets each of the seven characteristics.

Students will be presented with recommended living conditions for the Hebe Icing Sugar plant. Students will discuss what is meant by the recommended living conditions and then presented with visuals of a range of Australian landscapes.

Students will be given images of various landscapes (rainforest, car park, space, dessert) and asked to discuss the characteristics of each of the chosen landscapes. Students will then be asked to discuss why the landscapes are or are not suitable for the Hebe Icing Sugar plant and to explain how each particular environment would impact on the Hebe Icing sugar plant.

Week 4: Elaborate and Evaluate phase

Apply understanding in a new situation, assessment and evaluation

20.LC.2 the concept of habitat and the diversity of living things within a habitat.19.LC.10 categories of living things based on observable Characteristics.19.LC.17 observe, explore, investigate, consider, identify, describe, compare and sort natural phenomena and living and non-living things.Science Understanding: Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073).Processing and analysing data and information: Compare results with predictions, suggesting possible reasons for findings (ACSIS216).

Students will add to their observations chart which was started during lesson two. Students and teachers will discuss and compare what the students have observed and

discuss if student hypothesises are coming true. As a whole group with the use of visual prompts students are to sort and name the

characteristic that the image relates to. If students are struggling to identify the 7 characteristics (Movement, Respiration,

Sensitivity, Growth, Reproduction, Excretion and Nutrition) prompt with the word wall from previous weeks.

The summative assessment task – creating pages to publish a book will be introduced to students.

The task asks students to elaborate and apply their understanding of plants (their characteristics and what they need to survive) to all living things.

Students are going to create a book that provides information on living things, their characteristics and needs. Prompt the students to think about the language and terminology already used in the first activity and also what they have observed in their experiments and the discussions that they have had in regards to why some plants have died.

Students will be provided with photographs and a template for the book and asked to create their own page.

Allow students as much time as possible to complete their page – they have complete creative control and can add more detail through diagrams, labels, text etc.

General Capabilities Lessons 1-4

Literacy Listening: understand more detailed spoken instructions for undertaking learning

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tasks, listen to identify key information in spoken texts and to attend to others’ ideas in discussions.

Oral Interactions: participate in group and class discussions, adjusting language to share and extend ideas and information, and to communicate clearly and coherently.

Expressing opinion and point of view: understand differences between the language of opinion and feeling and the language of factual reporting or recording.

Critical and creative thinking Identifying, exploring and clarifying questions and issues: pose questions to explore

issues in their own world Gathering, organising and processing information: compare and contrast points

identified within information Transferring knowledge into new contexts: use relevant information from a previous

experience to inform a new experiencePersonal and social capabilitySocial management

Communication: build verbal and nonverbal communication skills, such as attentive and reflective listening, participation in class discussions, presentation of group reports

Working collaboratively: work in teams, encouraging others and recognising their contributions, negotiating roles and managing time and tasks

Cross-Curriculum PrioritiesLessons 1-4

SustainabilitySystems

O1.2: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

O1.3: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.

Futures O1.9: Sustainable futures result from actions designed to preserve and/or restore the

quality and uniqueness of environments.

Interdisciplinary Curriculum Links Lessons 1 -4

1.LC.1 experiment with some structured thinking tools or processes to explore issues and problems and consider different perspectives.1.LC.2 ask questions and search for answers.2.LC.3 create questions and predictions for investigation and testing.2.LC.5 contribute to planning a variety of investigations, recognising where comparisons may be fair and unfair.2.LC.7 collect and record data, checking and repeating observations or measurements as needed.5.LC.2 participate in a range of groups to complete specified tasks within a given timeframe.5.LC.6 respect and build on other learners’ ideas and opinions as well as their own, and provide and accept positive and encouraging feedback in group situations.5.LC.7 communicate ideas and opinions effectively in a group situation.

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Lesson Reflections

Lesson 1: Introductory lesson and diagnostic assessment

This lesson was our ‘engage’ lesson, as discussed by Primary Connections it was designed to “spark students’ interest, stimulate their curiosity, raise questions for inquiry and elicit student’s existing beliefs about the topic”. Hence the lesson focused on a range of diagnostic assessments and questioning to assess students prior knowledge, interest and any misconceptions.

To get a better picture of students learning we opted for a variety of question types; closed questions (living / non-living) and open questions including elaborating and probing questions (Morris, 1967). This enabled us to make more informed decisions in regards to planning future lessons.

The students were actively engaged throughout the lesson, and particularly enjoyed the hands on classification of living / non-living things. When discussing their prior knowledge in regards to living things students made broad statements such as ‘if it moves, it’s alive’ this was then rebutted by other students in regards to the remote control car ‘I don’t think it is alive, it uses batteries to make it move’ and ‘clouds move without batteries’ which was followed by ‘I think the wind moves the clouds though’. These peer interactions reinforced to me that a student does not learn in isolation but rather in social situations and through constructing learning based on their prior knowledge and new experiences (Fleer, Jane and Hardy 2007). This is again illustrated by Barnes’ (1967 as cited in Loxley, Dawes, Nicholls & Dore, 2010 as cited in Hay 2012) concept of exploratory talk, that being talk “...in which everyone is invited to give their ideas and to challenge one another respectively, share information, and give and ask for reasons” (Loxley,et., al. 2010 as cited in Hay 2012). I felt this was achieved within this lesson.

On leaving this lesson I felt my level of self efficacy as a future science teacher grow. The students were engaged, enthusiastic, keen to explore, investigate and learn. They had a natural curiosity which I felt that the inquiry based learning and the particular questioning focus of the lesson suited. This lesson also reinforced to me the importance of pedagogical approaches particularly when teaching science. I started to revisit my personal pedagogical philosophy of teaching science, that being an approach which incorporates many different approaches, but is strongly based on the interactive and discovery approaches as discussed by Fleer et., al. (2007).

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Students discussing the classification of living and non-living things.

Students completing the planning worksheet.

Teaching Clinic Portfolio

Lesson 2: Setting up the fair test and scaffolding students understanding

This lesson focused on the Explore phase of the unit, which as discussed by Primary Connections (2010) provides students with hands experiences for them to observe, explore and discuss. As was previously discussed with the students they were to conduct an investigation into the variables that impact on a plant. All students participated in the investigation, enthusiastically making observations and recording these in their clipboards. As all students were actively involved they had a shared experience to discuss (Primary Connections, 2007) and through the incorporation of scientific language in context the students were able to develop a shared point of view with a common meaning for the language being used, further enabling them to “make their ideas explicit – to one another and to themselves” (Loxley, et., al. 2010. P. 33 as cited in Hay, 2012).

This lesson also provided us with the opportunity to scaffold the students understanding of living things, their characteristics and their sensitivity to environmental factors. Through Dialogic teaching (Loxley, et., al. 2010. P. 40) we were able to scaffold the students as discussed by Verenikina, I. (2008) through co-constructed knowledge and significance within the activity. Through the use of the plants we were able to have teacher facilitated discussions in regards to the characteristics of living things, the students had a context (the plant) to apply the theory (the characteristics) to. As the teacher we scaffolded or supported the students within these discussions, prompting and probing until they started to construct their own understanding at which time the scaffolding was gradually reduced (Bruner, 1986 as cited Loxley, et., al. 2010. P39).

This was evident within multiple discussions, for example this discussion in regards to planning the investigation.

Student: I don’t know what to write for what we are going to investigate?Teacher: Well what do you think we are going to investigate? We just spoke about the plants, what did we discuss?Student: investigating plants, and looking at what they need?Teacher: So we were investigating plants and how are we going to look at what they need?Student: We are going to change their environment and take things away.Teacher: Alright so we are investigating plants, and we are changing their environment by taking things away. What things are we taking away? Student: Water, sun, light and soil.Teacher: And what did we call those things before? We had a scientific term for the things we were going to change what was that?Student: (not sure)Teacher: Can anyone else help, what was the scientific term for the things we were going to change in our investigation?Student 2: Variables.Teacher: (to first student) So what are we going to investigate again? We are going to investigate the.....

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Students discussing the various environments and their features.

Teaching Clinic Portfolio

Student: variables?Teacher: we are going to investigate the variables that.....Student: Affect the plant.

Whilst I felt much more confident and had a deeper understanding of the concepts of scaffolding (Bruner, 1986 as cited in Loxley, et., al.2010) and exploring (Primary Connections, 2010) after applying them in the clinic environment. I feel that my understanding of classroom and learning environments and dynamics were what I reflected on most. After being inside the previous week and finding it loud and crowded we had decided to move outside. Being outside seemed to distract the students, they hadn’t trouble focusing, active listening which had been successful the week before was extremely difficult. Whilst the students were excited about the investigation and discussing it, making observations and sharing their hypothesis with each other they were also only doing this in pairs rather than the group the previous week. We also found it much more difficult to transition from one activity to another.

Lesson 3: Explain concepts being investigated and developing students scientific thinking

This lesson focused on the ‘explain’ and introduced the ‘elaborate’ phase of our unit. As discussed by Primary Connections (2010) during the explain phase students start to develop scientific explanations and deepen their own learning. The elaborate 5yphase (which was incorporate in this lesson and in the lesson in week 4) refers to the stage where students can begin to apply their understanding to new situations. The Primary Connection phases (2010) discussed also strongly link to the focal task of working and thinking scientifically. As the lesson progressed from the initial observations and recording of the plants students started to discuss the changes to plants. These discussions incorporated scientific language and thinking, as students began to compare what was happening to the plants to their initial hypothesis, they were collaborating and modifying their hypothesis and their understanding to incorporate this information. At this point the discussion also focused on the control plant, with students comparing the other plant to it. It enabled further scaffolding of understanding in regards to the dependant and independent variables, the role of the control plant and what constitutes a fair test. This as discussed by Scott (retrieved from Moodle,2012) is an important step in building students skills in scientific investigation and the fair

test is a good model to incorporate within the C,D and E phases of the scientific investigation cycle (Quality Teaching Product materials as cited in Scott, J. 2012).

The discussion of the specific common characteristics provided students with theory to support their investigation and enabled them to draw on a larger knowledge base. The incorporation of the scientific drawing encouraged the students to extend their scientific thinking and working. The students further

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Students observing, recording and discussing the plants from the investigation.

Teaching Clinic Portfolio

elaborated on their understanding of the characteristics of the plant and of the environmental factors when they were asked to apply them to the landscapes. This activity promoted the students critical and creative thinking, as well as provided them with a context to further develop their, respectfully challenging another’s ideas, working within a group effectively and providing reasons and support for ideas ( Loxley, et., al, 2010).

On reflection of this lesson I once again felt my confidence as a teacher of science growing. I felt the students had a deep level of understanding; they had successfully applied what they had been working on over the three lessons to a new situation. They had effectively analysed a situation, applied their current level of understanding and knowledge and then adapted it, incorporating new understanding that they were constructing through the collaborative process. This as discussed by Fleer (2007) encourages students to have some control over the learning process and also aids in the occurrence of meaningful learning for the student as the new knowledge connects to students own prior knowledge. It also appeared that the students were reflecting on their own learning. The success of this lesson helped to reinforce my strong pedagogical belief in teaching skills rather than content and how scientific thinking can become a lens through wish to see the world.

Lesson 4: Apply understanding in a new situation, assessment and evaluation

This lesson focused more deeply on the ‘elaborate’ phase and also incorporated the ‘evaluate’ phase of the unit. The ‘evaluate’ phase as discussed by Primary Connections (2010) focuses on students reflecting on their own learning and creating literacy based assessment which demonstrates their conceptual understanding. The lesson focused on the focal task of reviewing progress, assessment and evaluation. The students actively engaged in the final set of observations, recording them, comparing them and discussing the findings in comparison to the original hypothesis. Such comments as “wow, I hadn’t predicted that the plant with no air would survive. Maybe it is because it had some air in the jar to start with or maybe the air is still getting in a little bit”. These type of comments provided qualitative anecdotal notes in regards to students’ performance against the Science Inquiry Skills outcomes. However what was designed to be the main summative assessment, as discussed by Loxley, et., al. (2010) to provide a summary of achievement over a period of time, failed to meet this criteria. The assessment whilst designed to allow students to take what they had learnt and apply it in a new situation (Primary Connections, 2010) and demonstrate a deeper level of understanding didn’t allow students to demonstrate what they had learnt over the teaching clinic period as the new context was to abstract to them. This appeared to be due to many factors including the wording on the workseet, the statement ‘all living things need...’ was misleading at best. What we were asking was what characteristics all living things had in common.

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Then the assessment task was on a tangent to what the students had been learning. This further confused the students whom did become frustrated. (The assessment process is further discussed in the assessment, reporting and moderation section of this portfolio.)

This lesson highlighted the importance to me of knowing your students, having clear explicit criteria for both the teacher and the students and designing assessments that closely align with the content being taught. It also brought to my attention of actively involving students in the assessment process (Loxley, et., al 2010 as cited in Hay 2012). Whilst this lesson felt like a failure, as the students weren’t able to demonstrate their understanding and their learning progression, on reflection with my peers I feel learnt a lot from it. I now am much more aware of students that although appear to have a deep understanding and can confidently articulate their responses may have only a surface level understanding. I also feel that having a lesson that didn’t go according to plan gave me more to reflect on as a future teacher, highlighting the importance of constant and ongoing critical and constructive reflection. As is commonly discussed one learns more from their mistakes than from always succeeding.

Science Teaching Clinic Report

Student T

Science CUnderstandings SoundSkills Sound

T demonstrated a thorough understanding of the characteristics of living things as evident through his classification of living and non living things. He demonstrates a deep understanding of living things and their relationship with the environment. T demonstrated a sound ability within the inquiry unit, making thorough, detailed observations and predictions, involving himself in group discussions in regards to planning and predicting with particular understanding of the concept of fair tests. In the future T could deepen his understanding of living things and their relationship and dependence on the environment by applying his understanding of living things in relation to plants to all living things.

Social Skills AchievementAccepts responsibility for own actions With encouragementDemonstrates care for school environment ConsistentlyInteracts cooperatively ConsistentlyRespects school rules ConsistentlyRespects self and others Consistently

Work Habits AchievementDemonstrates organisational skills ConsistentlyIs enthusiastic about learning ConsistentlyManages time efficiently With encouragement

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Preserves when faced with challenges With encouragementStrives for personal improvement ConsistentlyUses a range of strategies to think and learn Consistently

Grades awarded0

0.5

1

1.5

2

2.5

3

3.5

A 0

B 2

C 3

D 2

E 1

Comparision of student achievement

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f stu

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Students individual score distribution

0 1 2 3 4 5 6 7 8 90

2

4

6

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14

16s1Linear (s1)S2Linear (S2)S3

Individual students

Scor

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Evidence of student learningThroughout the lessons and within the collected work samples student T has described relationships that assist the survival of living things (Lesson 4 (L4)) and categorised living things based on observable characteristics (L1). He identifies when science is used to ask questions and make predictions.

T follows instructions to identify investigable questions (L1 &2) about plants and predicts likely outcomes from the plant investigation (L2). He discusses ways to conduct investigations and record observations (L1 & 2). T used provided tables to organise his data (L2, 3 & 4). T suggests explanations for observations and compares his findings with his predictions (L3 & 4). T suggested reasons why the groups’ methods were fair or not (L4).

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Lesson 1: Introductory lesson and diagnostic assessment

Within the classification activity T demonstrated a developed understanding of living and non-living objects based on observable characteristics. He was confident in his choices and was able to justify these. He discussed characteristics such as the ability to breathe, grow and move in relation to living things where non living things depend on something else (such as batteries or the wind) for movement.

When discussing the characteristics of living things, what living things need to survive and how we can test these T was actively involved in the discussion and the planning. He suggested variables to be tested (no light), asked about how we would know what it would look like if we didn’t take things away (control, fair test) and also raised the concept of ethical testing (is it fair to kill plants?).

Diagnostic assessment of T was that he had a good understanding of what a living thing is, that science can be used to ask questions, that these questions can be tested and the importance of fair and ethical testing. T had gaps in his understanding of the 7 key characteristics of all living things and how the environment and environmental factors impact on living things.

Lesson 2: Setting up the fair test and scaffolding students understanding

During this lesson T demonstrated a good understanding of the planning the investigation, he was confident in discussing the investigation, coming up with a question and incorporating scientific language into his discussion. He also demonstrated sound understanding of the purpose of the control plant, describing it to a fellow a student. He was able to hypothesize what would happen throughout the investigation and give reasons as to why he thought it would happen, “Without light the plant can’t use photosynthesis so it will die”.

Whilst T’s orally demonstrated his understanding his written work lacked the same level of detail or understanding. His question was incomplete and his written hypothesis left out any scientific explanation. T also failed to complete the table on the worksheet; it was evident from discussions he understood what was being asked and was capable in discussing the various elements he however refused to put it in writing.

During this lesson in became evident that in a group situation T was confident in his own understandings and was able to explain elements simply to other students, however he was reluctant to do any writing and became agitated when prompted to write. This would need to be taken into account for future lessons.

Lesson 3: Explain concepts being investigated and developing students scientific thinking

During this lesson T was engaged and excited to see the plants, he recorded his observations which were accurate, factual and detailed. Once the observations were complete he started to participate in a discussion about the common characteristics of all living things, T had some trouble with some of the characteristics, particularly excretion and sensitivity. When

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further discussed he appeared to understand them and was enthusiastically continued with the discussion.

When asked to create a scientific drawing of the hebe icing sugar plant, T was reluctant. He appeared confident in what a scientific drawing was and one was discussed and modelled to students but T still appeared concerned. He did complete a drawing but failed to put in labels or complete his descriptions. It appears that T has a basic understanding of what is being asked of him in regards to the drawing, and he is able to apply his prior knowledge in regards to photosynthesis and the root system but failed to see the links between the characteristics that were discussed and how they apply to the plant.

When discussing the recommended living conditions of the plant and then environments and how they would impact on the plant T was once again confident, he was able to describe the environment and relate the environmental factors of the rainforest to the plant, applying his knowledge to a different context.

During this lesson it became more apparent that T’s knowledge and understanding wasn’t as deep as originally thought. Whilst he appeared to have a developed understanding initially it may have only been at a surface level.

Lesson 4: Apply understanding in a new situation, assessment and evaluation

Once again T was engaged in observing and recording his observations and discussing his observations in comparison to hypothesis. He was able to use scientific language in discussing the variables and how they had impacted on the plant.

When discussing the common characteristics or all living things T was only able to name a few (breathing (respiration), growth, nutrients), he still had some difficulty and needed prompting with what sensitivity and excretion were.

During the summative assessment worksheet T struggled, he was unsure what was required and couldn’t apply his understanding of the characteristics of a plant and what a plant needs to the characteristics of all living things. T could discuss the concepts in regards to the plant (the plant breathes, grows, gets nutrients from water, soil, fertiliser, it is sensitive to the light) but when asked about living things in general he failed to see the links. He began to show some understanding at the end of the activity and began to apply the concept to us (humans) when discussing nutrients, energy, breathing and growth. This however still demonstrates only a surface level of understanding as he was unable to apply his knowledge – Elaborate (Primary Connections, 2010) to a new situation effectively.

It became quite clear that what initially appeared to be an in-depth prior knowledge was actually a basic level of understanding. T was able to confidently discuss concepts that he felt he had some understanding of and due to the dynamics of the group and T’s confidence it appeared that T’s knowledge and understanding was greater than it was. It did however appear that whilst T may not yet have an in depth understanding he still demonstrates a

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sound understanding of the concepts discussed and given more time T’s understanding will have deepened.

Students annotated work samples

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Assessment, Reporting and ModerationThe assessment tasks throughout the teaching clinic were designed for specific purposes and embedded in the lessons in order to enhance learning (Primary Connections, 2010). Diagnostic (assessment for learning) assessment was used throughout lesson 1, whereas formative assessment was used during lesson 2 and 3 and summative assessment (assessment of learning) during 3 and 4. We also attempted to incorporate some assessment as learning within the summative task in lesson 4 by asking students to discuss what they had learnt and how they would teach it to someone else. The assessment tasks were designed to be authentic (Churchill, Ferguson, Godinho, Johnson, Keddie, Letts, Mackay, McGill, Moss, Nagel, Nicholson, Vick, 2011) and to meet a variety of learning styles. This was done by using a range of formal and informal assessments, pencil and paper open ended questions, observations of group work and discussions and some interviewing and questioning of students.

On reflection the summative assessment did not adequately assess the students learning progression over the four lessons. It asked the students to apply what they had learnt to a new situation, which although provided an opportunity for students with a deeper level understanding to demonstrate their understanding. It didn’t adequately demonstrate the learning from students who were unable to apply their understandings of plants as living things, therefore not recognising the complete range of achievement of all students in the group (Department of Education and Training, 2008).

The assessments were also designed to aid in the reporting of student’s performance. The incorporation of physical assessment tasks provided evidence for teachers and moderation but also as justification if needed to executive staff and parents. They allowed for fairness and transparency in assessment as well as validity and reliability (Churchill, et., al. 2011) for all students regardless of the teacher marking or subjectivity.

On reflection these various evidence based assessment tasks which we based the lessons around, were used to inform our discussions, moderation and eventually reporting. The importance of gathering sufficient evidence in different forms from a variety of tasks was evident within our teaching clinic discussions, as we didn’t want to make judgements from a snapshot of a student. This became even more significant as our summative assessment task did not meet the needs of all the students or allow all students to demonstrate their understanding.

The assessment were also designed to meet the National Professional Standards for Teachers, Standard 5 (Australian Institute for Teaching and School Leadership (AITSL), 2012) in the particular the domains of Assessing students learning, make consistent and comparable judgements, interpret student data and report on student achievement.

On reflection it became apparent that whilst we had designed assessment tasks we felt were authentic, engaging, catered to a variety of learning styles we failed to utilise them to the fullest. We provided students with very little, constructive, specific, timely and relevant feedback. This then failed to enhance learning and bridge the gap (Hattie & Timperley, 2007) between the students current knowledge and understanding and the desired outcomes.

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During the reporting and moderation phase of the assessment process we continued to discuss best practice in consistently and fairly compare each student’s learning, particularly in regard to work samples that didn’t demonstrate what the student understands although they had clearly articulated their understandings during group discussions. This eventuated in the development an overarching rubric which was completed for each student and incorporated formal and informal assessments, work samples and anecdotal records. This rubric was aligned with both Every Chance to Learn (2007) and the Australian Curriculum –Science (Australian Curriculum, Assessment and Reporting Authority (ACARA). 2010).

On reflection I feel it would have been beneficial to have designed the rubric at the beginning of the unit. This would have given us a much clearer picture of our desired outcomes and assessment techniques. Providing the students with a rubric, although it may be modified or adapted would be of great benefit and a valuable strategy. It incorporates many elements of the Quality Teaching Framework (Department of Education NSW, 2003) and helps form the structure of assessment (Churchill, et., all, 2011). A rubric may also be incorporated as part of an assessment as learning approach as students can assess their own learning and understanding and identify areas where they may feel they need assistance (Churchill, 2011). This pedagogical approach to assessment meets the definition of assessment, as discussed within the Teachers’ Guide to Assessment (2011) perfectly. That being its purpose is to improve learning, inform teaching, help students achieve the highest standards they can and provide meaningful reports on students achievement.

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Not evident Developing Developed Highly developedThe student can categorise living things and non-livings based in observable characteristics.

L1: anecdotal notes from observations during classification activity.

Student understands some interactions between living things and their environment.

L3: Anecdotal notes from landscape activity. Student articulated environmental features and their impact on the plant.

The student can observe, explore, investigate, consider, identify and describe living things.

L2: The planning worksheet was incomplete in regards to describing the plants, the variables and how they will be measured.

L3: The scientific diagram was incomplete; however it did identify some elements of the plant.

L2, 3 & 4: Observation sheet provided a factual, detailed and accurate description of observable features.

The student can examine and predict events, speculate how and why things happen, using scientific language.

L2: Planning worksheet demonstrated an early understanding of forming a question and hypothesis and an attempt of incorporating scientific language.L4: Incorporated some scientific language when attempting to explain characteristics and needs of living things.

Student understands that living things, including plants, depend on the environment to survive.

L3: Anecdotal notes from landscape activity. Student articulated environmental features and their impact on the plant.

The student contributes to planning investigations, recognising where comparisons may be fair and unfair.

L2: Planning worksheet demonstrated an early understanding of forming a question and hypothesis and the inclusion of a control plant.

L1 & 2: anecdotal notes, students discussed the importance of having something to compare to and the variables that can be investigated.

The student can collect and record data, checking and repeating observations as needed.

L2, 3 & 4: Observation sheet provided a factual, detailed and accurate description of observable features.

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Teaching Clinic – Marking Rubric

Teaching Clinic Portfolio

Concluding EvaluationThroughout the teaching clinics and the creation of this portfolio my personal pedagogical philosophy has continued to develop.

I feel that the teaching clinics enabled me to put my content knowledge into practice in a safe, supportive and constructive environment. The teaching clinics allowed for me to develop not just my theoretical understanding of teaching science but also in my pedagogical teaching of science. The clinics provided me with the opportunity to do this in a way which allowed me to reflect on my teaching, the teaching carried out by my peers and the how and what the students learn.

Primary Connections

I found the Primary Connections (2010) 5E’s model based on an inquiry and investigative approach to be a wonderful resource which generally fits with my teaching philosophy. The incorporation of the 5 E’s in our lessons provided the students with a progressive learning sequence that encouraged the construction of deep learning, enabling students to make links with their prior knowledge and therefore creating a deeper level of understanding and knowledge.

The Primary Connections model (2010) also incorporates a collaborative learning approach. This approach acknowledges that students learn through collaboration, in a social context rather than in isolation (Fleer, et., al. 2007). It also focuses on student talk and discussions, as discussed by Loxley et.,al, (2010 as cited in Hay 2012) talk underpins mental modelling, and in order for students to be able to visualise a concept they need to be able to discuss it, explain it and to listen to other explanations. The collaborative approach meets this perfectly. Collaboration also fits into Vygotsky’s concept of zone of proximal development (ZPD) (1978), that being as discussed by Verenikina (2008) “the distance between what a student can do with and without help”. This scaffolding approach to learning within the ZPD encourages the student to become a self-directed, self regulated live long learner through the interactions, collaboration and co-construction of understanding and knowledge (Verenikina, 2008).

I believe this approach to learning is crucial for students in all areas of the curriculum and also promotes the development of skills which cannot be taught in isolation but are highly desirable lifelong skills, such as; working with a group effectively, active listening, respectfully challenging another’s ideas and providing justification for ideas and responses (Loxley, et., al. 2010).

I find the literacy links within the Primary Connections model (2010) to be relevant and authentic, unfortunately I feel that due to the nature of the clinic situation this part of the programme wasn’t utilised at all.

Hands on resources:

Throughout the four lessons we attempted to incorporate as many hands on resources as possible. This proved effective in engaging the students and also provided them with a real life context to link their conceptual understanding (Fleer, et., al, 2007). The incorporation of clipboards, name tags and

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magnifying glasses provided even reluctant students with an opportunity to feel included, engaged and develop some ownership of the activities and their learning.

Assessment:

Across the lesson sequence we attempted to incorporate a broad range of assessment strategies to inform our planning and teaching that met the needs of the range of students within our group. Overall I feel these assessments achieved their purpose, although if I was to teach a unit similar to this in the future I would change the summative assessment. I would design an assessment that was more closely matched to the learning progression the students had gone through and allowed all students to demonstrate their learning achievements. This assessment phase of the unit also highlighted the lack of feedback that we provided to students across all four lessons, in the future I will take a more active role in providing students with timely, relevant feedback.

Pedagogical philosophy:

During the course of this unit and the teaching clinic experience I have found that my philosophy has continued to develop and evolve. My current philosophy incorporates the belief that all students have the right to learn, discover and explore, to have guidance, support, structure and freedom. I feel the best way in which to meet these beliefs is to incorporate a range of teaching approaches depending on the content, students, relationships and abilities. I see myself as using a transmission approach (Fleer et., at. 2007) only when necessary, perhaps during the explain phase. I believe my future classroom will incorporate a large range of elements from both the interactive and discovery approaches, although these lessons may not be possible without incorporating some process skills (Fleer, et., al.2007). I’m also aware as a mother of 5, that a child’s first teacher isn’t at school. Children learn so much prior to starting school that it would be naive, even irresponsible to disregard this valuable prior knowledge, cultural understanding and beliefs.

As I see science as way to open up the world to students, for them to develop critical thinking and questioning skills that will be valuable lifelong skills I feel that as a teacher I will be incorporating elements of scientific thinking throughout all areas of the curriculum.

ReferencesACT Department of education and training. (2007), Every chance to learn, Curriculum framework for ACT schools Retrieved from: http://activated.act.edu.au/ectl/resources/ECTL_Framework.pdf

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). My School – St John the Apostle Primary School, Florey, ACT. Retrieved from: http://www.myschool.edu.au/MainPages/SchoolProfileRep.aspx?SDRSchoolId=49971&DEEWRId=0&CalendarYear=2011&RefId=ntzZXDAuEbWqs%2ff0aTQcXg%3d%3d

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). Science. Retrieved from: http://www.australiancurriculum.edu.au/Science/Curriculum/F-10

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Australian Institute for Teaching and School Leadership (2012). National Professional Standards for Teachers. Retrieved from: http://www.teacherstandards.aitsl.edu.au/Standards/AllStandards

St John the Apostle Primary School. (2012). Handbook 2012. Canberra, ACT: Author.

St John the Apostle Primary School. (2011). 2011 Annual Report. Canberra, ACT: Author.

Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P., Vick, M., (2011). Teaching Making a Difference. John Wiley & Sons Australia Ltd

Department of Education and Training (2008).Teachers’ Guide to Assessment. Canberra, Australia

Fleer, M., Jane, B., 7 Hardy, T. (2007). Science for Children: Developing a Personal Approach to teaching. 3rd Ed, Sydney, Prentice Hall.

Hattie, J., & Timperley, H., (2007). The Power of Feedback. Review of Educational Research. March 2007, Vol.77, No.1. pp81-112. DOI: 10.3102/003465430298487. Retrieved from University of Canberra E-reserve.

Loxley, P., Dawes. L. And Dore, B. (2010) Teaching Primary Science. In Hay, I. (2012) Science and Technology Education (U.C. Custom Edition) Pearson: Australia.

Morris, D. (1967). The Naked Ape, ch. 5. Unit: 7987. Science and Technology 2.Week 4, Working and thinking scientifically. Retrieved October 1st, 2012 from http://learnonline.canberra.edu.au

Primary connections. (2010). Plants in action – Stage 2 – Life and Living. Australian Academy of Science.

Scott, J. What do we mean by “investigating scientifically”? Unit: 7987. Science and Technology 2.Week 4, Working and thinking scientifically. Retrieved October 1st, 2012 from http://learnonline.canberra.edu.au

Verenikina, I. (2008). Scaffolding and learning: its role in nurturing new learners. Retrieved from: http://learnonline.canberra.edu.au/pluginfile.php/669147/mod_resource/content/1/2008%20scaff%20article4.pdf

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