1. Can you find the weight of the chocolate?
Task 1:
Can you find the weight of the chocolate?

2. Welcome to AGS

3. Objectives for today
Explore a range of hands on practical ideas for teaching physics
Consider some e-learning teaching ideas
Explore our a Wiki - allows teachers to collaborate and share ideas
Development of high quality support and pupil centered resources

4. Our aims: To provide support for delivering Triple Science
for ourselves
our pupils
To increase the profile of science in our schools and the uptake of pupils into science based courses – in particular Triple Science

5. Introduce yourselves

6. Can you find the weight of the chocolate?
Task 1:
Can you find the weight of the chocolate?

7. Let’s play – circus of activities
How would you use the apparatus provided?

8. Motors video

9. Time for a break coming up – exploring e-learning

10. What’s a wiki?
Wikis are simple web pages that groups can edit together; where a visitor can become a participant
A wiki is a web site that lets any visitor become a participant:  you can create or edit the actual site contents without any special technical knowledge or tools. All you need is a computer with an Internet connection. A wiki is continuously “under revision.” It is a living collaboration whose purpose is the sharing of the creative process and product by many. One famous example is Wiki-pedia, an online encyclopaedia with no “authors” but millions of contributors and editors. The word "wiki" comes from Hawaiian language, meaning "quick" or "fast."
Who uses wikis? Wikis are used in the “real world” by people collaborating on projects or trying to share things online, such as family information and photos, technical information from users of a product, data from a research and development project, wine expertise, travel journals from abroad, club or specialty information, or projects like collaborative cookbooks.
College and university courses seem to be using wikis far more than high school community right now. Wikis are being used by educators to conduct or follow-up after professional development workshops or as a communication tool with parents. The greatest potential, however, lies in student participation in the ongoing creation and evolution of the wiki.

11. Examples of wikis http://ranelaghalevelphysics.wikispaces.com/

14. Examples of wikis http://ranelaghalevelphysics.wikispaces.com/

17. Examples of wikis http://ranelaghalevelphysics.wikispaces.com/

19. A case study – action research

20. How about something a little different?

21. Youtube and You in the classroom
A little light relief ….
Work done by Miranda and Sean

22. Popcorn link

23. Gummy death http://www.youtube.com/watch?v=B2kQoVzZgeU&feature=fvw
Ask them to watch then try it in time to the music – does it work? How could you use this is classroom? Year 7 energy changes starter then they explain the energy changes juts playing on its own too long….?
Gummy death

24. Thought provoking recap-starter
url
Asked what is wrong with this?......
Star Wars 26

25. url http://www.youtube.com/watch?v=9UiUsA_4fC0
Lionel Ritchie 27

26. More wikis http://sciencevideobank.wikispaces.com/

27. The triple Wiki

28. The triple Wiki

31. Wiki ideas for science:
A student- made glossary of scientific terms with illustrations and definitions added by the class (using original digital photos or those from other online Creative Commons sources, such as Flickr). Linking to separate pages with detailed information would allow the main glossary list to remain reasonably short.
A taxonomy of living things with information about each branch as you study Biology over a full year.
Designs of experiments (and resulting lab reports) for a chemistry class.
Observations from field sites, such as water-testing in local streams, weather observations from across your state, or bird counts during migratory season. Collaborate with other schools.
Detailed and illustrated descriptions of scientific processes: how mountains form, etc.
A physics wiki for those wicked-long problems so the class can collaborate on how to solve them (a “wicked wiki”?).
More ideas?

32. LUNCH

33. Dates for your diary

34. 17th November 2010
APP – the teachers toolkit

35. Chemical Magic – Year 8 / 9 lecture
24th November 2010
New Date
Chemical Magic – Year 8 / 9 lecture

36. Fantastic Plastic – Year 10 lecture
1st December 2010
New Date
Fantastic Plastic – Year 10 lecture

37. 19th January 2011
Next Twilight session

38. 26th January 2011
Chemistry (and e-learning) CPD – for non-specialists and experienced teachers of chemistry

39. The physics of sound – Year 8 / 9 lecture
2nd February 2011
The physics of sound – Year 8 / 9 lecture

40. The new GCSEs – developing resources
9th February 2011
The new GCSEs – developing resources

41. Saturday 5th March 2011
Conference
Mini- conference

42. Activity 2
Complete the sheet for the last two or three practical activities you did with one particular class or have seen done.
Each delegate to fill in one of these sheets for five or six practicals.
Before starting to fill in the sheet, ask them to choose a class they are currently teaching (or have just finished teaching) and note down the last five or six practical activities they did with that class.
It doesn't matter what key stage or level the class is. If this is tricky for delegates, then they should just note the last five or six practicals they did with all classes.
Auditing practical activities - and identifying the key learning outcomes 44

43. How many intended learning outcomes have you ticked for each activity?
Feedback
How many intended learning outcomes have you ticked for each activity?
Is there a spread of learning outcomes in your audit?
Should there be?
Delegates should discuss their sheets in small groups first of all and then gather feedback from each group. You might want to ask each group to discuss all the questions on the slide, but then focus their feedback on just one question, which the other groups can then respond to.
In testing this activity, we found a tendency for teachers to tick a lot of intended learning outcomes for any particular activity. In part (especially with less experienced/less confident teachers) this is due to a desire to 'do the right thing', it seems, and to fit their practical work to the categories given to them on the sheet.
However, it highlights an important point for all teachers: Is it possible to successfully work towards more than two or three learning outcomes for any particular activity? Are we setting ourselves up for failure if we try to teach pupils to plan an activity, gather evidence, present their evidence, analyse and evaluate it, all in the course of a single learning episode? Might it be less ambitious to stage our practical activities with the intention of only tackling one, two or three major learning outcomes?
NB In general lesson planning advice from the consultancy team, it is advised that there are two focus objectives for a lesson: 1 Content focused objective, and 2 Skill focused objective (also bearing APPs in mind).
The other questions on the slide may be particularly interesting to explore further for teachers working in the same schools. 45

44. Apply the question prompts on the staging tool to your practical.
In your group discuss how you would use the practical to develop the specific aspects in the table opposite.
Group
How would you use the practical to develop… 1
Knowledge and understanding of science 2
Skills in using apparatus or carrying out standard procedures 3
Understanding of scientific enquiry
Apply the question prompts on the staging tool to your practical.
20 minutes
There is one practical for each of physics, chemistry and biology. It should be clearly explained that the idea is not for participants to actually do the practical. The equipment is simply a focus to help participants with their thinking and discussions. They should not be discouraged from assembling some of the equipment if it helps them articulate a particular point or explore an aspect of a learning outcome.
Split the whole group to achieve suitable smaller groups. Use the practicals according to the specialisms or preferences of the whole group. It is not necessary to use each practical – if the whole group shares the same specialism then just use the corresponding practical.
The idea of this task is to get participants thinking about how they might achieve different purposes with a specific practical activity, and then to practise using the staging tool.
The green table used in session one will be useful to refer back to as a reminder of the scope of each particular aspect in the table, and also as a reminder of the scope of “Rehearsal” and “Performance”.
The blue table used in session 1 will be helpful to refer back to as a reminder of the scope of “Post-performance analysis”, which will be harder to anticipate as it is retrospective.
If this session is being delivered on a different day to session 1 it would be advisable to have some spare copies of the green and blue tables.
There is a sheet on which they can jot down their responses to the question prompts on the staging tool. 46

45. Use your responses to the previous task to formulate a rough learning episode.
The learning episode could be a single lesson, or be extended over more than one lesson.
Indicate what activities would precede and follow the practical.
Indicate the key events you would plan to include – eg. demonstrations, modelling, discussions, questions, research.
25 minutes
It may be appropriate to allow a few questions from Task 1 before Task 2, but this task is intended to flow straight from the previous one. Explain the purpose of this task – to put the theory into practice. The idea will be that when they return to school they will have a toolkit – the staging tool – to enable them to translate practical activities into meaningful, relevant, and high quality learning experiences for their pupils.
Explain that “learning episode” simply means a coherent sequence of events designed to achieve a particular learning outcome or outcomes. It might be a complete lesson, part of a lesson, or a sequence which takes place over more than one lesson. Getting participants to think beyond just a single lesson plan will encourage them to think about the wider setting of the practical – what learning will lead up to it. They might not naturally consider the follow-up, so encourage them to think about this so that the practical plays a key role in the progression of learning.
Groups should record their ideas on flip-chart paper to help others understand and follow their learning episode. A linear sequence of events is the most logical way of representing the learning episode, but some groups may have other innovative ways to record this. Encourage them to include detail where it helps communicate their ideas better.
Do this on a sheet of flipchart paper and be prepared to share it with the whole group. 47

46. Feedback

47. The LSN community

48. Homework Log onto the LSN Community
Search through the resources and bring a recommendation for next meeting
Log onto the Triple Wiki - challenge – can you add anything to it?
Promote the events in your school