Final Assessment Feedback Sheet

Science Learning Centres

09018 and 09039 SASP

Final Assessment Feedback Sheet

Candidate Number: A Tutor:

Title of Task:

Comments Linked to Criteria

Understanding of key ideas:

A very thorough discussion of both the planning exercise and reflections on the students own journey illustrated by copious references to a wide range of resources both physical and human. This student has an excellent grasp of the key ideas and also recognizes that they are on an ongoing quest to improve their knowledge and skills.

Use of material:

A wide range if resources have been used and the student has been able to recognize that the field of pedagogy has competing theories like all sciences and has had the confidence to compare them before elucidating their own beliefs.

Range and comprehension of sources:

A mix of pedagogic texts and subject specific materials have been accessed and used to produce a coherent set of lessons and detailed exposition of the student’s own learning journey.

Communication:

An excellent description of the conflicting demands that the teacher has to face in schools today. The student has explained the stages of their journey in a clear manner.

Level of citation:

Precise and detailed with the correct use of page referencing allows the reader to follow the argument with ease.

General Comments:

This experienced teacher has recognized that they are on a journey and has decided to support their further researches and skill acquisition by enrolling in further study and mapped out how they will endeavour to address the findings of the surveys within their school by introducing an number of initiatives. The only concern is a modicum of self-deprecation remains and perhaps this student is not completely aware of the progress they have made and should be congratulated for.

Signed:

Mark: 87

Classification: I

Date: 12/9/2010

Word count: 4288 and 4349

Section A

Case Study: A Reflection and Evaluation on Teaching ‘Periodicity’ at A2

Contents page

Introduction 2

Context of Investigation 2

Planning Considerations 4

Rational for the Teaching and Learning Approaches Employed 6

Reflection on Teaching the Periodicity Unit 8

Considerations for the Future 11

Bibliography 13

Appendices 14

Appendix 1: Lesson Plans 15

Appendix 2: Powerpoint Presentations 21

Appendix 3: Work sheets 28

Appendix 4: Handouts 33

Appendix 5: Homework tasks 41

Appendix 6: End of Topic Test 46

Appendix 7: Student Questionnaires 48

Introduction

Prior to beginning this investigation it was necessary to gain the permission of the Head of Science, the Head of Chemistry and the Head teacher, as it would entail intrusion of another teacher’s lessons with some possible disruption. At a time when curriculum time is heavily pressured, it was therefore essential for this researcher to ensure that she maintained the goodwill of the Head of Chemistry, as his cooperation was fundamental to the successful completion of this study. Informed consent was also sought from the Sixth Form students, as their cooperation and confidence in me was also pertinent to the completion of this study. Fortunately, all parties were supportive and the potential benefits were accepted.

Context of Investigation

This case study is set in a grammar school. There are 20 students in the A2 class, with Alis Predictions ranging from A to D grades. Aspirational target grades have been negotiated with the students and these range from A to C grades. Attendance in the group is excellent and motivation generally high. The students are known by this researcher, some of whom she has taught previously to GCSE level.

The selection of a suitable topic to teach at A Level was decided in negotiation with the Head of Chemistry. It was felt that ‘Periodicity’ was both a suitable topic for a non-specialist to introduce, and appropriate for the Sixth Form students returning to School after their A/S Examinations. This topic could also be linked to their knowledge from Unit 1, of the A/S specification. The syllabus followed is AQA Chemistry (2008).

The A2 Periodicity content builds on student prior knowledge from Key Stages 3, 4 and 5. The tables below highlight this sample group’s related experiences, as they progressed through years 7-12, in this particular school.

Key Stage 3
·  1a materials can be characterised by melting point, boiling point and density.
·  1d how properties can be used to classify elements as metal or non-metals.
·  1e elements combine through chemical reactions to form compounds
·  1f represent compounds by formulae, summarise reactions using word equations
·  3a metals react with oxygen, water, acids and oxides of other metals; the products of these reactions are.
·  3d use indicators to classify solutions as acidic, neutral or alkaline, use the pH scale as a measure of the acidity of a solution.
·  3h identify patterns in chemical reactions.

(DfEE, 1999, p32+33)

Key Stage 4
·  Unit C4 - Periodic Table; arrangement of elements, repeating patterns across periods, elements in groups have similar properties.
·  Unit C4 - Chemical equations
·  Unit C4 - Electron configuration, shells, each row in the periodic table corresponds to filling an electron shell, properties of elements related to electron configuration.
·  Unit C4 - Ionic Theory: ions, gain and loss of electrons, formation of ionic compounds, crystalline structure, conductivity.
·  Unit C5 - Properties of molecular compounds, covalent bonding, strong and weak attractions.
·  Unit C5 - Properties of giant ionic lattices.
·  Unit C5 - Properties of giant covalent structures.
·  Unit C5 - Properties of metallic bonding.

(OCR, 2006, C4/C5 module maps)

Key Stage 5 (A/S) Foundation chemistry
·  Unit 1 – Atomic structure, Electron arrangement, levels and sub levels (s,p and d). Ionisation energy, evidence for electron arrangement in period 3 and group 2.
·  Unit 1- Balanced equations.
·  Unit 1- Bonding: Ionic, Covalent and Metallic Bonds. Electronegativity. Forces acting between molecules. States of matter in relation to physical properties, structure, bonding.
·  Unit 1- Periodicity: Classification of elements in s,p and d blocks. Properties of period 3 elements to illustrate periodic trends.

(AQA, 2008, p5-7)

These tables identify the related scientific principles which run through each of the Key Stages: physical properties, chemical reactions, patterns and writing equations. These previous experiences were taken into account when planning the A2 unit and direct reference was made to the relevant Key Stage 4 and A/S links during lessons.

It was decided that the ‘Periodicity’ unit should take a maximum of six lessons, based on the Head of Chemistry’s previous experience and the available curriculum time. The researcher would teach lessons 1-4 of the unit, lesson 5 would be taught by the Head of Chemistry, (as the researcher would be out of School on that date), with the end of topic test in lesson 6.

In addition to teaching and learning considerations, the researcher had to also ensure that the research project was planned and conducted in an ethical yet rigorous manner. Cohen, Manion and Morrison (2009) give explicit guidance on the process of conducting Educational Research. In relation to this Case Study, the following considerations were made: identifying clear aims (to maintain focus in the study), methods to be used for data generation (they must be reliable and valid), the nature and size of sample group (A2, 20 students), time involved (6 lessons), potential degree of disruption ( a non-specialist teaching A2), informing all relevant parties and gaining informed consent (before starting the investigation), participant confidentiality (none would be named) and how the data would be used (to inform teaching). It was also accepted that the findings would be very context specific, but nevertheless valuable in developing ‘reflective practice’, collaboration between staff and the opportunity to improve the quality of teaching and learning.

Planning Considerations

A copy of the AQA A Level Chemistry specification was obtained and the researcher began background reading, specifically linking research with Period 3 elements. A variety of ‘A’ level compatible texts and internet websites were used (see Bibliography). Fortunately, this topic had been introduced on the SASP Course and reference was also made to those resources. The researcher was concerned about depth of subject knowledge and a little apprehensive of being able to teach the content in enough detail. However, she decided to rely on her experiences as a teacher and hoped that her limited subject knowledge would still be sufficient to provide, “…high quality, challenging teaching that engages pupils and helps them take ownership of their learning.” (DfES, 2006,p43)

A further consideration was the ability range of the students being taught. Having had previous experience to GCSE level in Chemistry and A level in her own subject, she knew to expect the full range of abilities, but there would be a higher number of more able students. For this reason it was critical that she was well prepared and did not wish to disadvantage the students in any way. As a precaution, the Head of Chemistry was present in all lessons, monitoring teaching and accuracy of content. Cohen, Manion and Morrision (2009) highlight researchers should, “…consider the likely social benefits of their endeavours against the personal costs to the individuals taking part.” (2009, p52), because, “If you are an insider researcher you will have to live with your mistakes…” (2009,p59).

Gaining teaching experience over a significant number of years has heightened this researcher’s awareness of the need for a variety of tasks in lessons, to accommodate the diverse learning needs of students. She also supports methods which promote meaningful learning, application of knowledge, development of higher level thinking skills and an ‘appetite for learning’. The literature reviewed incorporates these strategies as part of a ‘Constructivist Approach’ (see diagram below). The six phases are not required in every lesson, but they should appear across a sequence of lessons, (Ross et al, 2009, p51). It is believed that these are the criteria to be fulfilled if learners are to make sense of their learning.

Constructivist
Learning
Impact
teacher needs good subject knowledge
Elicitation
teacher must know pupils’ previous knowledge
Motivation
teacher needs good subject knowledge
Intervention
conventional classroom teaching
Reformulation
active learning activities
Using Knowledge
active learning activities

(Ross et al,2009,p51)

A further reason for the focus on teaching and learning is because we have Training School Status and it is part of our ‘Whole School Policy’. ‘Bloom’s Taxonomy’ (1958) is used in planning, to incorporate lesson activities with the higher order skills of evaluation, synthesis and analysis. “…more effective teaching and learning takes place when a variety of teaching strategies are provided… and when the emphasis is on gaining understanding rather than just the right answers.” www.etln.org.uk/resources/page13.html

Bloom’s Taxonomy (1958)

Evaluation assess, judge, weigh, rate, determine, rank, assay, decide,
arbitrate, grade, appraise, classify
Synthesis combine, build, originate, regroup, conceive, blend, develop,
mix, compound, structure, make, generate, join

Analysis break down, examine, dissect, scrutinise, inspect, sort, analyse,
separate, investigate, compartmentalise, classify, take apart
Application apply, adapt, transfer, adopt, transcribe, solve, use, transform,
employ, manipulate, utilise, transplant, relate, convert
Comprehension reword, convert, outline, explain, define, interpret, reconstruct,
paraphrase, transpose, understand, conceive, calculate
Knowledge what, who, when, where, recall, locate, repeat, name, recite,
list, find, identify, label
(Ginnis, 2006, p52

Ross et al, (2009, p56) highlights the danger of teaching science as a series of facts merely to pass an Examination; running the risk of pupils not building them into their everyday understanding and information being lost. Ginnis (2006, p4) deems this ‘shallow learning’. His aspiration is ‘deep learning’. For this to occur, “…the learning must have a consequence…by learning ‘X’ the learner will see the world in a slightly different way…and not merely something that is regurgitated for an Exam.” From past experience, this is something the researcher was acutely aware of. Hence, in this study the key aims were: to develop understanding to an A2 level of competence; application of knowledge to identify trends; and explanation of trends using scientific principles.

Rational for the Teaching and Learning Approaches Employed

A variety of teaching strategies were implemented throughout the study. Perhaps most significant reason for this is the acknowledgement that students learn best in different ways and that no one single teaching style suits all. The DfES recommends that good teaching involves, “…teachers changing what they do, day by day, to respond to their pupils.” (DfES,2020,p18). If we also consider that our aim is to develop real understanding and not the mere retention of facts, then this also holds true.

Variety of task is required when teaching different areas of the syllabus, as some aspects may be more suited to particular approaches than others, for example, the use of practical experiments to develop investigative skills (ISA’s and PSA’s). However, it is important to consider the purpose a practical is serving and if lesson time is being used most productively. Ross et al, (2009) believe, practical activities should be embedded in the teaching and learning process but “…no observation is theory free.” (p14), and “…experiments are used to test out ideas.” (p49). Practical experiments were included in this unit (see lessons 2,3 and 4, appendix 1) to develop practical skills, illustrate trends across period 3 and to apply scientific theory. Those practicals used were selected on the basis of being straightforward, not requiring a disproportionate amount of lesson time, having the potential to successfully demonstrate the period 3 trends, and offering opportunity for higher level analysis and synthesis skills.