Class 7 - 40 minutes
Homework correction: Each student placed their new response cards in the labelled box for them in the lab.
Today I was reminded how quickly First Year students decide whether they like learning or whether they do not learning. As the bell went for the end of the class, one student exclaimed, 'I actually like science class....its good craic!'. I was quickly reminded that students are difficult audience to entertain and educate at the same time. This student waited until the seventh class to state his judgement. As educators, we play such an important role in collectively developing a positive attitude to learning. I was happy that this student was judging his learning and engaged in the process. This also reminded me that I need to provide an opportunity for student voice in relation to the teaching and learning methodologies employed. I think I will work with the students to design a self evaluation questionnaire for the best teaching and learning methodologies to optimise learning science.
Science Circuits: I set out seven stations in the lab. I put the student in six predetermined groups. I choose one student from each group to be the team captain. All team captains spent 10 minutes discussing, analysing and learning information cards on 'the cell'. I projected a video to the remainder of the class, where I asked them to complete a 3-2-1! on A4 whiteboards. They had to choose 3 new facts, 2 interesting facts and one question, from the video. At the end of the video, the students has 1 minute to roam the room and read the 3-2-1 of the other students.
Before we began the circuits on 'the cell' I gave the students a TEST on the cell. They had one minute to look at it and then they returned it to me. I used the countdown timer to give them a sense of urgency. The students were told they would complete the test after the 'Science Circuits' activity.
We began the circuits. Each team captain was in charge of teaching at each station. Each station was given 3 minutes. The captains remained and the other students rotated. The students brought an A4 whiteboard with them to record key elements of their learning at each circuit. The students completed each station and completed a full circuit. I gave them 10 minutes to return to their original group and to teach their team captain everything that they had learned.
All student completed the test. I gave out marking schemes and they self assessed their test with marks and a comment. The students learned how to calculate a test score and to convert it to a percentage. Students reviewed their performances, identified key achievements and some areas for improvement in their scrapbook. They glued the test sheet into their scrapbook.
Draw two labelled diagrams into your scrapbook using pencil:
1. a plant cell
2. an animal cell.