Second's out, Round two!
I had a great afternoon in Bishopston Comp yesterday, with Mel Evans, Brian the PGCE student, Year 9 and Year 11.
Brian was being thrown in at the deep end by giving Year 9 a practical on the relationship between current and resistance. This went well, and I was able to mingle between the workgroups helping out as appropriate. I was surprised to note how many groups made the mistake of reading the ammeter as '20' A, when the readout showed 0.20 A. Mel told me this was a common mistake, and we had a talk about how numeracy and literacy skills have to be practiced in Science lessons. Brian finished the lesson on a very positive note, by 'electrocuting' one of the pupils (everyone volunteered!), followed by 'electrocuting' the whole class. It was brilliant, what a great way of involving the pupils and making the lesson real for them. I don't think I'll forget that in a long while. The class left happy and enthused.
Mel then took Year 11 for a discussion about electrical safety. He gave a great demonstration on how fires can begin, using wire wool and a current generator (at least I think that was what it was called). It was also interesting to see how a classroom gossip was dealt with, by isolating him at a desk at the back of the room. This let the pupils that had been distracted by his comments focus on the lesson again. I guess that he missed out on some learning, but the rest of the class was able to carry on with the lesson. Mel and I discussed how that particular class seemed to have problems concentrating in the last lesson of the day. Mel told me that he tailored their learning to concentrate in the more complicated tasks in the morning lesson, and to use the afternoon sessions for lighter topics. I found this fascinating, from Mel's actions it is clear that not only does a good teacher design lessons to take into account the abilities of the class but needs to consider their performance during the school day.
It was also interesting to contrast the attitudes of Years 7, 9 and 11. The way the class behaved was markedly different in each case, reflecting the development of the pupils as they progress through the school.
Brian was being thrown in at the deep end by giving Year 9 a practical on the relationship between current and resistance. This went well, and I was able to mingle between the workgroups helping out as appropriate. I was surprised to note how many groups made the mistake of reading the ammeter as '20' A, when the readout showed 0.20 A. Mel told me this was a common mistake, and we had a talk about how numeracy and literacy skills have to be practiced in Science lessons. Brian finished the lesson on a very positive note, by 'electrocuting' one of the pupils (everyone volunteered!), followed by 'electrocuting' the whole class. It was brilliant, what a great way of involving the pupils and making the lesson real for them. I don't think I'll forget that in a long while. The class left happy and enthused.
Mel then took Year 11 for a discussion about electrical safety. He gave a great demonstration on how fires can begin, using wire wool and a current generator (at least I think that was what it was called). It was also interesting to see how a classroom gossip was dealt with, by isolating him at a desk at the back of the room. This let the pupils that had been distracted by his comments focus on the lesson again. I guess that he missed out on some learning, but the rest of the class was able to carry on with the lesson. Mel and I discussed how that particular class seemed to have problems concentrating in the last lesson of the day. Mel told me that he tailored their learning to concentrate in the more complicated tasks in the morning lesson, and to use the afternoon sessions for lighter topics. I found this fascinating, from Mel's actions it is clear that not only does a good teacher design lessons to take into account the abilities of the class but needs to consider their performance during the school day.
It was also interesting to contrast the attitudes of Years 7, 9 and 11. The way the class behaved was markedly different in each case, reflecting the development of the pupils as they progress through the school.
posted by chris at 2:57 pm
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