I have also fully designed the questions related to this topic for the Yr 10 Science Semester 1 common test. This included designing the flow of the learning unit (in the form of a powerpoint file), designing a practical on mitosis, working in close collaboration with another teacher to design the topic test. In particular I have been lead the development of the Yr 10 Science - DNA and Inheritance topic, this year with the introduction of the Australian Curriculum at year 10. We collaborate highly in designing learning programs and assessment pieces across all year levels of science. In science each of the science team members has an area of speciality, which mine is Chemistry and Biology. This was very engaging for students, will many students being able to be involved at different entry points with learning occurring through different channels, through me as the teacher, other students (many arguing over which was the correct number output and why) and also self checking as numbers had to be between 1-50 so if student got a number say above this they knew that they had worked it out incorrectly and thus had to go back over their working out to self check it and fix it I have in particular designed an assessment piece which was used successfully by other Yr 8 Maths teachers - Transformations, in which we were able to tie in the current professional development which we are doing in maths to do with Ann Baker - using the transparent sleeves to do a formative assessment of student learning.Īlong the same lines of using the transparent sleeves for assessment of learning and also the mental routines in which are supported and promoted by Ann Baker I used and supplied other Yr 8 Maths teachers with an Order of Operations bingo which could be used. All three of us have found that by using this type of structured learning style that students are more engaged with the learning and thus there is less behaviour issues to deal with and therefore more of the intended content/learning occurs The three of us have taken on this learning program and are now help other maths colleagues (both in Yr 8 and other Yr levels) to implement parts or the whole of the learning programs which we have designed.
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