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ENTHUSE with Graphic Organisers

Using Model Mapping and Graphic Organisers to improve pedagogy and students’ learning, retention and conceptualisation of scientific based content.
by

DAVID JOYCE

on 6 June 2013

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Transcript of ENTHUSE with Graphic Organisers

By David Joyce Teach students how to use Model Mapping and Graphic Organisers and then use them to teach a topic and the students use them as learning tools throughout a sequence of lessons.

Teacher Model Maps (the big picture) the sequence of lessons and students create a detailed map as they learn and this will be referred to/and updated each lesson to serve as an aid memoir to improve retention of previously learnt material.

Students will use Model Maps/Graphic Organisers to communicate their understanding of scientific concepts covered in the topic being taught.

Feedback from student questionnaire and focus group feedback. How am I going to get it?
1.Students systematically reflect on their learning to increase retention rates.
2.Students are confident to use the most appropriate Graphic Organiser for their learning needs.
3.Students are more confident about scientific concepts and are able to communicate them via a Graphic Organiser.
4.Students and teacher evaluate and feedback their experiences. Success Criteria Longer term benefits to pupils Using Model Mapping and Graphic Organisers to improve pedagogy and students’ learning, retention and conceptualisation of scientific based content. Funded by ENTHUSE SLCS What I want to achieve!
•Skills transferable to future Science lessons and other subject areas
•Improved constructivism
•Improved teacher and student learning relationships
•Raising self-esteem and confidence
•Share findings and resources with other members of staff to pilot.
Student questionnaire at the start and revisited at the end of the research.

Photographing/video student’s work.

Student self-help Graphic Organiser information and evidence booklet.

Focus group meeting with selected students,

Web based Model Mapping and Graphic Organiser software. Planning and review time Tony Carroll
Andy Junkison
Ron Searle
The Science Learning Centre (SLC) Hub
Katy Bloom SLC Tutor
ENTHUSE Award Sources of Support •Dynamic lesson evaluations
•Progress reviews
•Pre and post student questionnaires
•Focus group meeting with students Monitoring (Finding out what’s going on) Student pre-post questionnaires 1)How do you feel about your learning at this present time?
2)How do you feel about the teaching at this present time?
3)How much can you remember about the last topic you learnt in Science?
4)How did you learn it?
5)How often do you review your learning?
6)Could you make links with other topics you have learnt in the past?
7)What do you think a concept is?
8)Give an example of a scientific concept you have learnt recently.
9)How do you feel about Model Mapping?
10)How do you feel about the concept of Model Mapping?
11)Model Map a scientific concept you have recently learned.
12)How do you feel about using Graphic Organisers?
13)Select the Graphic Organiser that you prefer.
14)Select the Graphic Organiser that is the most fun.
15)Select the Graphic Organiser that helps you learn best.
16)Rank the Graphic Organisers 1st, 2nd etc. Evaluation (so what?) Results from pre-post student questionnaires Comments from students:

“I think graphic organisers are a good way to look back on what you have learnt in the topic.”

“I think I would be able to pick a graphic organiser by myself in a different subject, for example, Fishbone organiser in English for what makes a good story”

“I think graphic organisers help me see more information about the topic than just the basic facts.”
 
“I am confident about concepts and I can draw a concept map for microbes and disease."

"I learn much more when I add new stuff to my concept map."

"My teacher is better at seeing when and where I get confused or lost.” The future I am also leading a CPD (Graphic organisers) programme with other members of the Science department at school to share good practice/resources to ensure graphic organisers are firmly embedded across the Science curriculum at KS3.

I am already thinking about further research into how teachers can use them in their own planning and teaching practices and I will use the HOW2 resources as a platform. Series 1 = Pre-questionnaire
Series 2 = Post-questionnaire Question 16
Rank the Graphic Organisers 1st, 2nd etc.
Concept map
Fishbone
Key ideas
Observation graphic organiser
Cycle graphic organiser
Error analysis organiser
Venn diagram

Results from ranking the graphic organisers pre/post questionnaires Results from pre-post student questionnaires Series 1 = Pre-questionnaire
Series 2 = Post-questionnaire
The scale used for student responses was as follows:
Score responses: 0=Bad/not sure 5=Good/confident 10=Outstanding/secure I am also leading a CPD (Graphic organisers) programme with other members of the Science department at school to share good practice/resources to ensure graphic organisers are firmly embedded across the Science curriculum at KS3.

I am already thinking about further research into how teachers can use them in their own planning and teaching practices and I will use the HOW2 http://teachinghow2s.com/ resources as a platform. https://ecpd.slcs.ac.uk/hub/pg/pages/view/41377/david-joyce Examples of student's work http://teachinghow2s.com/ ENTHUSE with Graphic Organisers
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