‘Train the Trainers’ Workshop Year 3 Objectives At the end of the workshop, participants will be...

‘Train the Trainers’

Workshop Year 3

ObjectivesAt the end of the workshop, participants will be able to• Understand the key philosophies and practices of the

Inspiring Science project, including– context-based teaching and learning– 5E learning cycle

• guided inquiry-based teaching and learning• constructivist approach

– active teaching and learning– scientific enquiry

• Take away the comprehensive resources that put all the philosophies effectively into practice

Objectives (continued)• Action plan the training and follow-up support of two teachers

from each of 10 schools in their education area• Train at least 20 teachers in their education area in the

philosophies and practices of Inspiring Science and the Inspiring Science teaching resources

• Provide on-going follow-up support for the teachers they have trained through – monitoring – coaching and mentoring– reflective partners– action research communities– school observation visits– amplifier session to share experiences

ProgrammeDay 1• Introduction to the Inspiring Science project and the philosophies

and practices that undererpin the project• Hands-on introduction to the Rock Cycle unit• Hands-on introduction to the Rope Bridge unit• Hands-on introduction to the Space Team unit

Day 2• Hands-on introduction to the Rope Bridge unit (Presentation)• Hands-on introduction to the Emergency unit• Roles and responsibilities and action planning the dissemination

training and follow-up support in education areas

Session 1: Introduction to

Inspiring Science

Key components

Development of Teaching Resources

Capacity

Building

Sustainable support

for science teaching

and learning

Inspiring Science Aims• Develop a core group of science

teachers, educators and OBEC staff as expert curriculum developers

• Develop inspiring, high quality teaching resources and a website in Thai and English to support the teaching and learning of the Science curriculum at M1-3 level

• Disseminate and embed the teaching resources across the country through professional development

• Develop the scientific capability, team working, problem solving, communication, leadership, ICT and thinking skills of students across the country – the workforce of the future.

Supporting science education developments

• Context-based teaching and learning• Inquiry-based teaching and learning• Student-centred teaching and learning• 5E learning cycle • Scientific enquiry• Nature of science• Development of key skills• Development of critical and creative

thinking• ICT• The teaching of science through the

medium of English

Capacity Building

• Develop a core group of 40 master science teachers and OBEC staff as expert curriculum developers able to develop context-based curriculum materials that adopt the following principles:

– ‘backwards design’

– context-based relevant themes

– inquiry-based active teaching and

learning

– scientific enquiry

– Key skills/personal capabilities

– critical and creative thinking

– constructivism through a ‘5E’ Learning

cycle

• 3 Writing workshops per year

• Step by step approach

• Over the three years develop as sustainable group

Teaching Resources

• Each Unit covers a distinct part of the curriculum• 4 context-based learning episodes (one of which is a

scientific enquiry)• The resources include

– Teacher PowerPoints– Video clips– Unit and EpisodeTeacher’s

Guides– Student Support Sheets

• Student homework activity• End of unit quiz• CPD video

Website

• Home page

• Resources– Strand– Unit

• Student

• Gallery

• Support• http://www.inspiringscience.obec.go.th/

Units on Website• Cell Expo (M1)• Orchids (M1)• Thai Soda (M1)• Rain maker (M1)• Chiang Mai Rally (M1)• Ice Cream Cafe (M1)• Resort Design (M1)• Rock Cycle (M2)• Astro Camp (M3)• Space Team (M3)• Super Model (M2)• Fishermans Friend (M3)• Rope Bridge (M3)• Sustainable Village (M2)• Esan Treasure (M2)• Planet Earth (M2)

• http://www.inspiringscience.obec.go.th

Dissemination training

• Train the trainers workshops for 2 supervisors and master teachers from 225 education areas– Introduction to the pedagogical models– Introduction to the teaching resources and the

website– Coaching and mentoring strategies, reflective

partners and action research communities– Roles and responsibilities

• Workshops run by trainers for teachers from at least 10 schools in their education areas per year

• Through the resources

Support for implementation and embedding

• Supervisors/trainers will mentor and support through– Email and telephone every month– One visit per semester– One cluster meeting per semester– Responding to questions on

Facebook– Posting education area reports and

school reports on website• In-school support to include

– Action plan and preparation in teams– Reflective Partners– One coaching/mentoring session per

month– Action Research Communities– Report to supervisor monthly

Evaluation

• Baseline research• Writing workshops• Trialling of resources• Train the trainers and Dissemination training• Implementation and embedding• All will influence the continued development of the project

Set in context

• use appropriate real-life contexts• introduce science concepts in ways

relevant to students• allow conceptual interconnections to

be formed• context integral part of the learning

experience, rather than used only for illustrative purposes or for sparking interest

In-Context

• Concepts embedded in the context to make them more meaningful and ensure the construction of more coherent mental maps

• relevant, authentic contexts stimulate dialogue, develop and use the language of science and foster curiosity and inquiry

Wide range of Active Teaching and Learning Approaches

• Active reading

• Active writing

• Group discussion

• Simulation

• Models

• Investigation

• Experiment

• ICT

Inquiry embedded in 5E

• Guided inquiry embedded within a serial constructivist model, the 5E learning cycle

• Engage

• Explore

• Explain

• Elaborate

• Evaluate

Engage

• introduces the context• sets the scene for the learning episode• gives the learning relevance• develops curiosity in the ‘Big idea’• elicit students' pre ideas• helps find out what the students already know and any

misconceptions• tells you where you need to start in building their

understanding

Explore• probably most important ‘E’ • students build conceptual understanding based on

first-hand experience• starting to answer the essential question,• not saying students have to discover everything

themselves, they can be• guided• given important information and techniques to facilitate

learning• most importantly they have significant ownership• they should be able to build from their existing

ideas

Explain• this stage involves teacher input, once students have

constructed as much understanding of a concept as they can, this stage further constructs these ideas, it‘ involves formalisation of• Terminology• Definitions• Models• Analogies

• the teacher should involve students in devising explanations and further construction of ideas through reflection on what they discovered in the ‘Explore’ stage through carefully constructed questions

• if necessary, you can keep adding new ideas by looping through these stages: Explore → Explain → Explore → Explain.

Elaborate

• Consolidates, deepens and extends conceptual understanding through practice in applying it

• students are given problems so they can grasp the Big Idea in practice

• this makes it easier to recognise how to apply the Big Idea

Evaluate

• Assessment through varying approaches and tasks• should be done at the end of every ‘E’ to check students’

development of understanding - ie formative assessment• when done at the end of the unit its purpose is usually

summative - to measure students performance

Scientific Enquiry Process

• Questioning• Identifying variables• Identify the independent variable• Hypothesising• Planning• Carrying out• Measuring• Recording data• Analysing and Interpreting evidence• Making inferences• Evaluating evidence• Communicating

Supported Scientific Enquiry

• One whole scientific enquiry per unit

• Enabling questions

• Scaffolds

• Planning sheets

• Varied starting points

• Additional advice in Teachers Guides

Developing key skills

• Team work

• Problem Solving

• Leadership

• Communication

• Critical and creative thinking

• ICT

Sessions 2

Reviewing the other episodes• In your group review the other episodes in

the unit

• Remember to organise the documents so that you can methodically go through the episode step-by-step with the Teacher’s Guide in front of you, PowerPoint to the left and Student Sheets to the right

• Make a list of any comments and questions you have

Remember• What was the context for the episode?• How were the students engaged?• How were their pre ideas elicited?• How did they explore and start to develop their ideas

about the key concepts?• How did the student and teacher explain the ideas?• How were the ideas elaborated?• How was the student’s understanding evaluated?• What key concepts and skills were developed in the

episode?• What active teaching and learning approaches were

used?• How were the students supported through the

enquiry?

Sessions 3 and 4

Context• In the unit Rope bridge students act as consultant

engineers for a company who have to repair or replace a bridge across a canal in Songkhla province which has fallen into disrepair . They learn about the nature of forces, gravity and how to work with balanced forces to create stable structures. They work in teams to build a complete model bridge which they use, alongside a presentation, to explain to the local people where the bridge will be built why it will be constructed in that particular way.

Episode 1.

Reflection• What was the context for the episode?• How were the students engaged?• How were their pre ideas elicited?• How did they explore and start to develop their ideas

about the key concepts?• How did the student and teacher explain the ideas?• How were the ideas elaborated?• How were the student’s understanding evaluated?• What key concepts and skills were developed in the



enquiry?

Other EpisodesEpisode 2: Bridge designs• In Bridge designs students

review some possible designs for the replacement bridge and use their growing understanding of forces and the way they act to identify the most promising approach. They carry out a scientific investigation into factors which affect the strength of a bridge and use this to inform their thinking and explain why bridges in Tailand, including Rama VIII bridge in Bangkok , are designed in the way they are.

http://212.84.66.94/~inspirin/resources/sc4-forces-and-motion/rope-bridge

Other Episodes cont’dEpisode 3: Gravity• In this episode students

look at the connection between mass, weight and gravity and consdider how the weight of the platform on a rope bridge affects the usefulness of the bridge and the number of people who could cross at any one time.

Other Episodes cont’dEpisode 4: The model

bridge• In this episode students

construct a model of their proposed bridge to show the local people how it will work and explain the scientific and engineering decisions behind the bridge's construction. The students also produce a formal presentation to further emphasise the science involved in their bridge designs.


the unit







enquiry?

Evening task• Use the DVD you have been given to

review the Super Model unit

• First read the Unit Guide and then look at each episode, methodically reading Teachers Guide, PowerPoint and Student Sheets. Finally look at the Homework Activity and Quiz






enquiry?

Day 2: Sessions 1 and 2

Context• In this unit, students will work with two

experts - one from the Thailand Tourist Board and one from the Geology Museum. The unit requires the students to develop a website that will show the things that Thailand has to offer to tourists interested in geology. This also requires explaining some geological processes in language that ordinary tourists can understand. The unit looks at the formation and properties of igneous, metamorphic and sedimentary rocks with some examples of each rock type.

Episode 3





enquiry?

Other EpisodesEpisode 1: Bangkok rocks!• Students look at the

reasons why the land around Bangkok is so flat and the kinds of rocks underlying the city. They look at sedimentation from rivers and other bodies of water and how this affects the properties of sedimentary rock. They begin to work on a website that summarises their understanding and will encourage people who are interested in geology to visit Thailand.

http://212.84.66.94/~inspirin/resources/sc6-processes-shape-earth/rock-cycle

Other Episodes cont’dEpisode 2: Phanom Rung• In this episode students

look at the temple of Phanom Rung in Buriram province. This temple is built on the site of an extinct volcano so is surrounded by igneous rocks. Students look at the properties of igneous rocks and consider why they are so popular with people who wish to build temples or monuments around the world.

Other Episodes cont’dEpisode 4: The

whole cycle

• students draw the previous learning together into the complete Rock Cycle.


the unit







enquiry?

Sessions 3

Context• In Space team a group of students engage in

astronaut training to be the first Thai astronaut. They have to learn to work together as a team to solve a number of space-related problems and eventually have to review current space technology before writing their application to the Thai Space Authority. This unit emphasises team working and explicitly develops the skills and attitudes needed to become an effective team member. It also covers telescope design, refraction and converging and diverging lenses.

Episode 1





enquiry?

Other EpisodesEpisode 2: Refraction• Make, Win and Earth

carry out an experiment to investigate refraction of light by a prism and relate their findings to path of light through a lens and an optical illusion. This problem is seen as an opportunity to apply scientific knowledge to a puzzling or unexpected phenomenom - rather like the Apollo 13 astronauts’ response to the damage done to their spacecraft.

Other Episodes cont’dEpisode 3: Light and

lenses• Make, Win and Earth

carry out an experiment to investigate refraction of light by a variety of lenses and explain the different degrees of refraction by reference to the curvature of the lens surface. They then relate this insight to work on the glass of a spacesuit helmet.

Other Episodes cont’dEpisode 4: Space tech• Make, Win and Earth

research some of the key developments in space technology over the last 20 years and create a mini-exhibition to showgase their knowledge.They complete the unit by applying to the Thai Space Authority for a job as an astronaut.


the unit







enquiry?

Session 4

Roles and responsibilities and action planning the

dissemination training and follow-up support in education

areas

Supervisor Role• Organise and run a three day training workshop for 2 teachers

from each of10 schools in your education area• Establish school teams• Support and monitor each of the schools through

– Monthly email and follow-up phone call– One visit per semester (if there are problems more or earlier

visits maybe required) • Organise a ‘magnifier’ session at the end of the semester for all

the schools to attend and present their experiences and outcomes

• Organise a ‘voice confident’ day at the end of the school year when the schools present to new schools

• Write short monthly summary reports and upload onto Facebook• Ensure school semester reports are uploaded onto Facebook

Supporting

• Ensure schools are able to access all the resources

• Respond to school and individual teacher problems and questions via email or telephone

• Monthly contact with school team leaders by email and follow-up telephone call every month

• Visit each school every semester

Reporting

• School teams should produce a short report each month and email to their supervisor

• Supervisor should produce a short summary monthly report and upload onto Facebook

• Each school team should produce a detailed report to present at the magnifier day at the end of each semester. These should be uploaded onto Facebook

Planning

Plan

• Training workshop

• School monthly emailing and follow-up telephone calls

• School visits

• Magnifier day

• Voice confident day

Preparing teachers to implement

• Organise a workshop for M1-3 teachers from 10 schools in your education area

• On the workshop introduce and involve – Inspiring Science– Inspiring Science website and teaching resources– 5E learning cycle and scientific enquiry– Establish school teams– Review the units in detail– Personal reflection– Coaching– Team action planning

Establishing Teams

• Establish school teams of two people in each team

• These teams will review the units together on the workshop and plan and prepare to use them in school both during the workshop and back in school

• They should also form reflective partner pairs

• And with the other school group(s) form an action research community

Inspiring Science Facebook Page

http://www.facebook.com/InspiringScienceThailand

Contact Details

Contact the Inspiring Science team [email protected]

mailto:[email protected]

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‘Train the Trainers’ Workshop Year 3 Objectives At the end of the workshop, participants will be...

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