1. Rules – each atom MUST have 4 bonds Using the ‘apparatus’ provided connect the atoms (marshmallows) together using the bonds (cocktail sticks) Task 1:

2. Welcome to AGS

3. Task 2: Why is it different? Why are these two the same? Why are these two the same? Why are these two the same? What links them all?

4. Today …… Session 1 – Why do we do practical work – a brief into to Getting Practical Coffee Session 2 – Hands on Lunch Session 3 – Applying the staging tool Session 4 – Feedback and reflection – where next?

5. Aims of today To give you a (very) brief overview of the Getting Practical program To introduce you to the staging tool To have an opportunity to have some hands on experience To have the opportunity to develop some lessons for back ‘home’ To consider further support

6. Session 1: Reflecting on practical work Exploring the reasons why do we do practical work in science Auditing the purpose of a series of practical activities

7. Task 3: Icebreaker – on the A3 sheet

8. Icebreaker questions We should do practical work in science because… The most unusual practical I have ever done…. The most unexpected outcome I’ve had from a practical…. The worst thing that’s ever happened during a practical… The least enjoyable practical I have ever done… The most enjoyable practical I have ever done…

9. Task 4: Why do practical work? Discuss in your groups……. Each give one reason Test tubes Bunsens Goggles Tripods Back to original groups 10 reasons on postits Remove 1 Diamond 9

10. Practical Work in Science "Practical work will always have a key role in science teaching. The challenge is to find ways to make it a great deal more effective as a teaching and learning strategy than it is at present… Improvement is not a matter of doing more practical work, but of doing better practical work." Miller and Abrahams, 2009

11. Objectives of Getting Practical: Improving Practical Work in Science To promote the message that practical work in science is not always as effective as teachers hope in helping pupils learn. Through some relatively modest changes to teaching practices, the learning outcomes for pupils from practical work can be substantially improved.

12. Views of practical work 1 'Science teaching must take place in a laboratory; about that at least there is no controversy' Joan Solomon, 1980 'Science is a practical subject … You know, end of story, I think' Teacher quoted by Jim Donnelly, 1995 'Science without practical is like swimming without water' Head of science quoted in SCORE Report, 2008 ‘..practical work is too heavily directed by teachers…..too much reliance on worksheets…practical activities used to illustrate points…’ Ofsted summary report on science education 2004-2007 Success in Science (2008)

13. Views of practical work 2 'Much practical work is ineffective, unscientific and a positive deterrent for many students to continue with their science. ' Woolnough, 1995 'Practical work is generally effective in getting students to do what was intended with physical objects, but much less effective in getting them to use the intended scientific ideas to guide their actions and reflect upon the data they collect' Abrahams and Millar, 2008 'When well-planned and effectively implemented, practical work stimulates and engages students' learning … challenging them both mentally and physically in ways that are not possible through other science education experiences' SCORE report, 2008

14. OFSTED: Guidance for students studying science ‘The teaching and learning environment played an important part in influencing the choices made by students to study science post-16. For example, one school was acutely aware that, despite large numbers of Year 11 students gaining very good GCSE grades, very few chose to study science at 16. The school organised scientists to visit the school to talk about science careers, students went to University days explicitly designed to attract students to a science career, and there was a regular after-school science club offering dramatic experiments and activities. The department enjoyed excellent physical resources, spacious and well-equipped laboratories and a full complement of expert scientists as teachers. Despite these laudable efforts, however, students told us that they did ‘copying in every lesson’ and were not planning to volunteer for more in the sixth form’ OFSTED: Guidance for students studying science May 2010

15. “...my heart always sinks when the equipment comes out in one of our science lessons. Either the experiment will work, and show what we already know or it won't and we'll have to spend ages explaining why it didn't....” Year 11 pupil ‘Out of the mouths’ of babes..’

16. Why do we do practical work? - the key learning outcomes knowledge and understanding of science practical skills scientific enquiry and process Identify equipment Use equipment Describe a standard procedure Carry out a standard procedure State observable features State or use a classification system State a relationship between variables Show understanding of scientific theory Propose a question Plan a strategy Evaluate risk Collect relevant data Present data effectively Process data Interpret data State a conclusion Evaluate a conclusion

17. Session 1: Reflecting on practical work Exploring the reasons why do we do practical work in science Auditing the purpose of a series of practical activities

18. Task 5:

19. Task 6: Auditing practical activities - and identifying the key learning outcomes Complete the sheet for the last three or four practical activities you did with one particular class.

20. Auditing practical activities - and identifying the key learning outcomes How many intended learning outcomes have you ticked for each activity – is this realistic? Is there a spread of learning outcomes in your audit - should there be? Do you always tackle the same intended learning outcomes when you do a particular practical? Feedback

21. Choose a practical activity you have done recently that went really well – describe it to the person next to you using the prompts Task 7: Reflecting on individual activities

22. Reflecting on individual activities Share your responses with a colleague What sources of evidence do you have for the success of a practical activity? Can you suggest some top tips to secure a successful practical activity? Feedback

23. Task 8: 10 top tips for effective practical work 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

24. Session 2: Learning Outcomes By the end of the session you will be able to: Apply the principles of the Staging Tool to a familiar practical Describe in detail the planning challenges of a less familiar practical Develop a learning episode involving the practical

25. Planning Evaluation Planning Practical Work Pupil Performance

26. Task 9 – A Chemistry practical Activity Once you are familiar with the practical activity In your group discuss how you could use the practical to develop –Knowledge and understanding of science –Learn how to use apparatus or carry out standard procedures –Develop understanding of scientific enquiry What would the students need to know BEFORE they carry out the practical? What would the students do after the activity – over the next few lessons?

27. Task 10 – A Chemistry practical Activity Choose any practical activity In your group discuss how you could use the practical to develop –Knowledge and understanding of science –Learn how to use apparatus or carry out standard procedures –Develop understanding of scientific enquiry What would the students need to know BEFORE they carry out the practical? What would the students do after the activity – over the next few lessons?

28. Task 11 – A learning episode Use your responses to the previous task to help you design an outline for a learning episode. The learning episode could be a single lesson, or be extended over more than one lesson. Remember to be specific about the learning outcomes you intend for the practical Indicate what activities would precede and follow the practical Indicate the key events you would plan to include – e.g.. demonstrations, modelling, discussions, questions, research. Do this on a sheet of flipchart paper and be prepared to share it with the whole group.

29. Feedback Share your learning episode with the group

30. Plenary – Reflections on the sessions 3 Golden Rules What are the three most important learning points for you from these sessions?

31. Next steps - Action planning How will the network take this work forward? What further CPD do you need? Is there an expectation that you will disseminate these ideas in your school? –Yes – focus on planning a CPD session? –No - A personal action plan – what will you do next? Look on the triplewiki

32. A pledge….. When I get back into school I will……….

33. Further reading Useful websites LSN Triple science http://www.triplescience.org.uk/http://www.triplescience.org.uk/ The National Strategies http://nationalstrategies.standards.dcsf.gov.uk/http://nationalstrategies.standards.dcsf.gov.uk/ Getting Practical http://www.gettingpractical.org.uk/index.phphttp://www.gettingpractical.org.uk/index.php SCORE http://www.score-education.org/http://www.score-education.org/

34. Practical Chemistry www.practicalchemistry.org/ www.practicalchemistry.org/ Anecdotes http://www.anecdotage.com/browse.php?term=Chemistryhttp://www.anecdotage.com/browse.php?term=Chemistry Wiki http://triplewiki.wikispaces.com/ http://triplewiki.wikispaces.com/ drprobotham@yahoo.co.uk k

35. Practical Work in Science "Practical work will always have a key role in science teaching. The challenge is to find ways to make it a great deal more effective as a teaching and learning strategy than it is at present… Improvement is not a matter of doing more practical work, but of doing better practical work." Miller and Abrahams, 2009