Monday, January 13, 2014

1st Meeting Becoming Scientists

Date: 13 Jan 2014
Time: 1500-1700
Purpose: Scientists through video analysis
Venue: RGS
Meeting Room: Photonics Lab


  1. Budget discussion (TK)
    1. RGS 
    2. RVHS
    3. ES
    4. NJC
  2. Lessons Implementation plans, put in dropbox folder? (LK)
    1. lookang's tracker files TRK required tracker 4.80 and above version 
    2. design principles to guide teachers to support the 8 practices of scientists
  3. Activity
    Design IBL tasks which:
    Participation Structures
    Enable collaboration through:
    Social Surround
    Develop socio-scientific values by:
    Ask question:
    Question by student need to be on real-world problems.
    Student check if they can use-learn physics concepts and develop intrinsic motivation and natural curiosities.

    It involves cognitive apprenticeships, close mentoring by teachers.
    Post their questions up for peer reciprocity and feedback or cooperation.
    Teachers and peers provide rich, timely feedback.
    Teacher communicates high expectations, performance contribute a sizable portion to mid-year grade
    Teacher creates high-challenge, low-threat environments.
    Use Models:
    Students check their existing knowledge to judge if the new question knowledge can be integrated.
    Identify suitable equation-models that can be used to connect and sharpen the question 
    Post their models up for peer reciprocity and feedback or cooperation.
    Teacher may choose to direct students to sources of these science models-knowledge etc. if student need help to progress when success.

    Teacher allows time for reflection and feedback
    Plan and carrying out investigation:
    Student design the plan, teacher mentor closely
    Conduct an initial test
    Improve plan
    Student take control of their own learning: noting failures, planning ahead apportioning time and memory to tasks
    Student sharpens plan with peers
    Teacher may choose to share plans from which student continue to shape their own plan etc. if student need help to progress when success.
    Teacher emphasizes time on task to mentor students
    Teacher promotes reciprocity and cooperation among students.
    Teacher may need to mentor through cognitive apprenticeships for more challenging investigations
    Analyse data:
    Students determine what evidences to collect and analyse
    Student need to engage in active video analysis, teacher as guide, not the demonstrator.
    Teacher need to encourages contact between students and them to support their analysis, if need be, re-collect more appropriate data
    Teacher respects diverse talents and ways of learning.
    Teacher offers prompt feedback.

    Mathematical thinking:
    Student determines what mathematics can yield results that aims to answer question
    Knowledge is applied by the learner
    Teacher may need to provide suitable mathematical thinking to answer question
    Practice and reinforcement are emphasized.
    Students formulate explanation based on evidences
    New knowledge is integrated into the learner’s world.
    Teacher guide students in process of formulating explanation from evidences
    Rich and timely feedback by peers and teachers
    Student argue and discuss from evidences found
    Teacher guide students to select which evidences to sharpen their own argument
    Draft of arguments made online for participation by public and students
    Rich and timely feedback by peers and teachers
    Formation of peer critiques organization and roles
    Students formulate reasonable and logical argument and communicate explanation through report writing and oral presentation.
    Students organize knowledge in ways that facilitate retrieval and application.
    Students demonstrate higher-order thinking (synthesis and reflection)
    Teacher and peer use rubrics to improve the communication of scientific question and its evidence based answer(s).
    promotes reciprocity and cooperation among students.
  4. Research 
    1. a. Scientists Pre-post survey (LK)
    2. b. assessment matrix (TL) postpone to next meeting
  5. AOB