Beth Bramall The Thinking Frames Approach Raising attainment in Science.

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Presentation transcript:

Beth Bramall The Thinking Frames Approach Raising attainment in Science

Cams Hill / Uplands Primary Consortium © 2005 Cams Hill Science Consortium Evidence of pupil work

Cams Hill / Uplands Primary Consortium © 2005 Cams Hill Science Consortium Evidence of pupil work Thinking Frame problem solving paragraph “A broad bean seed needs air, sunshine, water and room temperature. If the seed had no light then it would only grow roots. If the seed had no water it would stay a seed. If the seed had the wrong temperature it would not grow big.” Pupil Data Calendar age: 9 years 3 months Teacher assessment September 2004 English: 1b Maths: 1c Science: 1/2

Cams Hill / Uplands Primary Consortium © 2005 Cams Hill Science Consortium Evidence of pupil work

Cams Hill / Uplands Primary Consortium © 2005 Cams Hill Science Consortium Evidence of pupil work Pupil Data Calendar age: 9 years 1 month Teacher assessment September 2004 English: 2a Maths: 3c Science: 3 Thinking Frame problem solving paragraph “We know that plants need CO2, water, and light and room temperature because the bean with no water did nothing. the bean with no light only grew a root * the bean with no room temp grew slowly and the bean with everything grew fast and the healthiest. * It did not have enough energy ”

Cams Hill / Uplands Primary Consortium © 2005 Cams Hill Science Consortium Impact upon other staff in the school. Staff have been keen to use this approach and clearly see the benefits of increased interactions with the children during science sessions. Staff now realise that if children are to produce high level explanations, it is essential that they have had experience of reasoning, debating and discussion, not just in literacy but also in science (dealing with abstract concepts and scientific vocabulary). Staff are optimistic that the ‘stepping stone’ approach of the Thinking Frame will provide the much needed scaffolding for children to be able to demonstrate and articulate their understanding.

Cams Hill / Uplands Primary Consortium © 2005 Cams Hill Science Consortium Impact upon my professional development The project has given me a greater insight into my pupils’ understanding and the way in which they are able to make connections and learn new concepts in science. The nature of the action research project has meant that I have been able to work collaboratively alongside colleagues from other schools. The timescale of the project has allowed valuable reflection time … often not possible with the INSET model of professional development.