Workshop 2
 Contents
|
Section K Innovation and transformation
Activity
K1 Review and further planning |
|
Aims
To reconsider the ‘stories’ about transformations in the light of your
further experiences.
-
To build on work already undertaken in planning a single lesson to consider
how to extend the approach to sequences of lessons.
Background
Now you have planned and taught a single lesson, this final activity is
concerned with how the new approaches can be incorporated into the curriculum
as a whole, and to think about sequences of lessons. In the first workshop
you considered some stories about teachers’ transformations of innovations.
For each of the areas, you identified a few key sentences that you thought
addressed the most important ideas for you. In the planning of the first
lesson, you were asked to consider how these factors affected the choices
that you made. Having taught and evaluated the lesson, it will be helpful
to look again at these key ideas, and to think about whether any of your
ideas have changed. Many no doubt will have remained the same, as many
of our ideas and beliefs are very stable and fundamental to the way we
see ourselves as individuals. Some ideas though may change in the light
of experience. For example, we are often surprised that tasks that seem
difficult are accomplished easily when we try them with pupils, and what
we think of as easy tasks turn out to be more difficult than we thought.
What to do
1. Look back to the activities in sections C, D, E and F, and consider
the key sentences that you identified. Do you still agree with each of
these points? Are there other ideas from these stories that you now think
are more important? If you have changed your ideas, what caused you to
do so?
2. Using ideas that you have learned about in Section B, plan
a sequence of lessons about energy that fits into your existing scheme
of work. As in planning the single lesson, make some notes that justify
the choices you have made. Think about how your choices have been influences
by factors such as the subject content, your beliefs about learning, your
values, and by customary practices and constraints.
You might like to look at the scheme of work for key stage 3 that has
been produced by the Qualifications and Curriculum Authority, and consider
the appropriateness of this suggested sequence in developing the energy
concept. An outline of the key ideas to be introduced in each topic is
given on page 2. The full publication is available
at:
http://www.standards.dfee.gov.uk/schemes
The unit in Y7 (7I Energy resources) introduces the concept of energy in
the context of fossil fuels and of energy resources for living things.
The Y8 unit (8I Heating and cooling) is concerned with heat and temperature,
mechanisms of heat transfer, and changes of state. In Y9, the unit (9I
Energy and electricity) explores a range of useful energy changes and deals
with energy conservation and dissipation. The unit uses ideas of both energy
transfer (from one place to another) and energy transformation (from one
kind to another). |
