3.3 Use teaching strategies
Proficient level: Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Example:
With a class of year 3/4s, I integrated some Science into a Math topic on 'time'. As part of our learning on the relationship between the sun, moon, earth and time we investigated shadows.
The investigation centred on partnership work where throughout regular intervals on one day students drew around their partner's shadows in chalk to mark any movement over time. Prior to the investigation, students predicted what would happen to their shadows and collaboratively worked out how they needed to complete the investigation using a fair method. They had to collectively solve the problem of 'fairness' to the investigation and they worked out that they needed to draw around the same partner and that this partner needed to stand in the same position each time. The investigation was followed up with a lively class discussion and explanation of why their shadows 'moved' as they did. The students decided that for the investigation to be more fair and accurate, they needed to be more strict on the time they recorded their results - for example, on every hour exactly. They also suggested that it would be interesting to see the differences at different times of the year as we had discussed seasons and the position of the earth to the sun.
This investigation was very engaging for all students, including those with disabilities, as it was fully accessible and every student could achieve success. The students were excited to see their shadows move in a pattern, they each took part in partner and class discussions, and they demonstrated their understanding in a quick assessment the next day.
I chose this investigation, as opposed to a usual sundial investigation, because all students could be involved in regular stimulating activity throughout the day. I also felt is was the most visual demonstration of the movement of the earth around the sun - it certainly created a lot of discussion throughout the school that day as other students came to see what we were doing. It was rewarding for me to overhear one of my students accurately explaining the investigation to some younger students.
Below are some of the pictures from our day. We were extremely lucky with the weather!
With a class of year 3/4s, I integrated some Science into a Math topic on 'time'. As part of our learning on the relationship between the sun, moon, earth and time we investigated shadows.
The investigation centred on partnership work where throughout regular intervals on one day students drew around their partner's shadows in chalk to mark any movement over time. Prior to the investigation, students predicted what would happen to their shadows and collaboratively worked out how they needed to complete the investigation using a fair method. They had to collectively solve the problem of 'fairness' to the investigation and they worked out that they needed to draw around the same partner and that this partner needed to stand in the same position each time. The investigation was followed up with a lively class discussion and explanation of why their shadows 'moved' as they did. The students decided that for the investigation to be more fair and accurate, they needed to be more strict on the time they recorded their results - for example, on every hour exactly. They also suggested that it would be interesting to see the differences at different times of the year as we had discussed seasons and the position of the earth to the sun.
This investigation was very engaging for all students, including those with disabilities, as it was fully accessible and every student could achieve success. The students were excited to see their shadows move in a pattern, they each took part in partner and class discussions, and they demonstrated their understanding in a quick assessment the next day.
I chose this investigation, as opposed to a usual sundial investigation, because all students could be involved in regular stimulating activity throughout the day. I also felt is was the most visual demonstration of the movement of the earth around the sun - it certainly created a lot of discussion throughout the school that day as other students came to see what we were doing. It was rewarding for me to overhear one of my students accurately explaining the investigation to some younger students.
Below are some of the pictures from our day. We were extremely lucky with the weather!
As a linked fun and creativity activity that week, we created 'shadow men'. These were people or animals in different poses moulded out of tin foil and stuck onto card. The students then shone torch onto their creations and drew around the shadows that were produced. Another engaging activity for all students!
These are some of our creations:
These are some of our creations: