Tag Archives: Association for Science Education

The Chemistry of Collaboration: CL & Science at the ASE Annual Conference.

At January’s annual ASE conference in Liverpool, Naomi Hennah and I hope to demonstrate how Cooperative Learning can further her vision for oracy skills in Science.

Naomi Hennah (@MrsHennah) is a Teacher of Science/Chemistry at Northampton School for Boys.  I have previously written a dedicated article on her work.

Mrs Hennah says: The difficulties associated with the language of science has always been a matter of both interest and concern for me in my own teaching. I wanted to decouple literacy demands from scientific concepts and began using Socratic Questioning Technique  with small intervention groups as a tool for unpicking misconceptions. The power of student talk and how to harness its potential is a matter of ongoing research including its application in laboratory work, as a tool for constructing knowledge and lessening cognitive demand.

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Jakob says: Given the routine concerns from science and maths teachers that Cooperative Learning denotes imprecise “talking exercises” best suited to discussing poetry, this reflects precisely my own vision for Cooperative Learning in the subject of science. (Note that some of these concerns are addressed in the post Out of the Question from ASE’s London and Essex Summer conference Supporting Learning for all in Science).

Indeed, it seems there is a dire need for a different approach to science education. The special vocabulary, the mindset of enquiry and curiosity balanced against non-negotiable concepts and rigorous application of  precise procedures, all combine to put Science into a field of its own.

Even the language of Maths is violently re-framed when applied to science. I am still hoping to give the revolational Language of Mathematics in Science presented by Richard Boohan & Roni Malek at that conference its (over-)due attention; and no opportunity seems better than in connection with this new presentation in Liverpool.

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HINTS from Language of Mathematics in Science: This is some of the vocabulary you cannot count on transferring directly from Maths. (mathsinscience.uk)

If you have any doubts, just revisit Ben Roger’s 2015 survey of the reading habits of one hundred UK scientist. A central conclusions is that professional scientists and engineers had to teach themselves to read subject texts, at least until college.

Shockingly, only 10% of the professionals who responded to the survey were taught to read science texts at school. 84% said they taught themselves.

 

Oracy; the living counterpart to reading and writing

Mrs Hennah says: I am currently “studying” as an Oracy Leader with Voice21 and have been looking at talk for reading, talk for writing and my particular interest – social construction of learning and as a tool to rehearse vocabulary and lesson cognitive load.
What I had not appreciated was how much training kids need before they can talk and listen effectively!

To integrate this into classrooms “will require a shift in classroom culture from a more traditional, passive environment to that of active collaborative enquiry.” Our session will hopefully demonstrate how Cooperative Learning makes that shift easy to manage, for leadership, for teachers and for our learners.

Here, Jakob and I do not mean just drilling the definitions, vocabulary and procedures for the benefit of GCSEs. We want to facilitate transferable thinking and communication skills needed in the highly collaborative working environment of tomorrow’s Mendeleevs and Curries.

Delegates in our session will find themselves walking in the shoes of their students as they work together to unpick a PhD-level scientific text and experience the power of peer learning.

Our session will hopefully demonstrate how various Cooperative Learning Interaction Patterns will expedite all required aspects of the learning process, including traditional individual tasks such as reading and writing and achieve automatic differentiation, comprehension, language acquisition and contextualisation – with virtually no teacher intervention.

 

Because, with Cooperative Learning, talking is not an end in itself.

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Comprehending Texts & Acquiring Language in Science
Thursday, January 4 • 2:00 pm – 3:30 pm

Limited Capacity seats available. Reserve here.

(link: http://sched.co/C59e)

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ASE Annual Conference 2018 at the University of Liverpool

Wednesday 3rd to Saturday 6th January 2018

The ASE Annual Conference, Europe’s Largest Science Education Conference,  is a unique opportunity for all teachers of science.

The conference programme offers over 350 sessions, covering all phases and all levels from NQTs to Heads of Department. Common to every session is the focus on the resulting impact on students’ learning and achievement including:

  • Updates from the exam boards
  • Assessment guidance
  • Curriculum development
  • Practical science ideas
  • Research into teaching practice
  • Insight into cutting-edge science
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Filed under Cooperative Learning, events, science

A lesson at the Association for Science Education

Ben and I presented our first joint session to Science teachers at the ASE conference in Birmingham yesterday; in spite of very positive feedback, it was a lesson that taught us something.

First of all, I’ve always run my CPD with delegates playing the role of their own pupils. One reason is because Cooperative Learning cannot be grasped as a theory – it is in every way a practical, immersive experience. Another reason is that trying it first hand creates empathy with your pupils and insight into the unique challenges they face when learning together in such a structured fashion.

However, in yesterday’s session, we found that presenting  a reading skills lesson to highly skilled readers quickly becomes as convoluted as it sounds.

Reading a paragraph out and then having your partner summarising or commenting on it works extremely well from KS4-10. But, to most secondary science teachers, all motivated and highly skilled readers, reading alone and in their own tempo is far more effective –  as opposed to children and young adults who can read alone for half an hour and then have no clue what the text was about.

ASE Ben and Jakob

Ben & Jakob at Birmingham University

As Ben commented from his experience, this lesson is actually far more effective to students. Also far quicker, as youngsters do not delve into each nook and corner as intelligent, professional adults in a paid session tend to do. In the ten minutes they had, many pairs only managed to go through one or two of a 6 page extract from On transfer as the goal in literacy by Wiggins.

You know you are working with science teachers when a delegate turns around to you and says “This text is as dense as tungsten.”

One major mistake on our behalf was to pick this text on research into … well, reading strategies. Suddenly, content and objective became inextricably garbled.

In summary…

We chose it because we wanted to present something where all attendees were on an equal footing, but using a text on quantum computing or somesuch from Scientific American would have been a lot better.

 

To give an example, the opening Catch1Partner with vocabulary from the text came across precisely not as vocabulary from the text, but as general introduction to reading skills. “reciprocal learning” and “prior knowledge” should have been replaced with “quants” and “nano” had we only gone with Scientific American.

(More on rote learning with Catch1Partner here. Just skip past the discussion of Mr Peal’s book).

We are aiming to upload materials for the benefit of delegates over the next few days. In the meantime: I discussed introvert learners with some of you. The article I mentioned was Inside out? collaborating introverts.

Our introduction mentioned Cooperative Learning in relation to the Sutton Trust. For anyone considering presenting this method to school budget-controllers, this is a must read: EEF Teaching and Learning Toolkit; a Cooperative Learning gloss.

I am aiming to get an article up on cooperativelearning.works on how Feedback, another Sutton Trust/EEF best practice, integrates with Cooperative Learning.

Stay updated on twitter.

More on the actual lesson on CooperateBeLiterate.

Thank you for your attendance. As always with Cooperative Learning, I am amazed how much attendees get out of it compared to quality and quantity of the actual input.

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Filed under Cooperative Learning, CPD, events, science