Class 3 - 40 minutes
Correcting homework:Firstly, I asked students to open their scrapbooks and to show me their homework. I gave them a green, orange or red sticker: White = exceptional, Green = Above expectation, orange=in line with expectations, blue= yet to meet expectations. the students surprised me with their ability to create images from the key skills and descriptors. Most students received green or orange, with one each achieving white and blue.
Secondly, I asked the student to put a Post-It on their homework and to draw 'Two Stars and A Wish' on the Post-Its. All students swapped scrapbooks in preparation for Peer Assessment. The students were shocked that I was asking them to assess their peers work by making two positive statements (two stars) and a statement from improvement (a wish). They were hesitant and I had to prompt them with a few example of what might be good about the images and what aspects might need improvement.
For example, 'a nice clear image with labels', or 'well done you used pencil to create your image.'
Again, I think I could improve this by creating marking rubrics and success criteria for the students to work from. I think we can build towards this. I also think that I should allocate the stickers according to success criteria to offer the students to set achievable goals. I will definitely use peer assessment and teacher assessment again to correct homework. It was time efficient and teacher and student learning occurred as a result.
During the main part of the class, I decided to introduce the students to the Statements of Learning (SOL) of the Junior Cycle. I printed and laminated the Statements of Learning (SOL) on A3 in colour, as in the photo below. I placed the students in predetermined mixed ability and mixed gender groups. Each group had a whiteboard, a marker each and a laminated A3 card with the SOL.
I asked the students to read the statements of learning in their groups. There were many questions about the meaning of L.1 and L.2. on the sheet! I think I would edit this if I was to use it again. I asked the students to decide as a group which SOL they believed were relevant to their study of Science. I asked them to circle the numbers that were relevant with a whiteboard marker. They used the whiteboards to create images of their choice of SOL. They numbered each image as they were numbered on the sheet. I found this activity interesting as students were asking me: 'how many statements were correct?'. I responded by telling them that there was no correct answer that it was a matter of opinion relevant to their knowledge and that this opinion may evolve over time. I think that this activity put the students in control of their own learning, emphasized student voice and motivated the students by allowing them choose statements. I photocopied an A4 version of the SOL and each student received one.
Finally, we discussed the BT Young Scientist Exhibition. I asked the students to brainstorm on the whiteboard for observations, questions or problems from their everyday life that they would like to fix. I explained that they next step after observation is Hypothesis, which is a question or statement based on your observation. There were four groups that created observations alone, and two groups created observations and hypothesis. I also gave a poster describing details of how to enter the BT Young Scientist.
1. Glue the SOL into your scrapbook
2. Read the SOL and choose which ones that you independently think are important for science-the students were encouraged to discuss the SOL's at home before making their final decisions.
3. Draw and label images for each SOL in your scrapbook-look back at today's feedback before your begin your images.
4. Make observations and develop hypothesis based on your everyday life.