Standard+2.3.3

=Share practical and theoretical knowledge of the different approaches to learning to enhance learning outcomes. =

In a Year 8 class on electricity (cited previously) I chose to use an investigative approach to determine the students’ views of the way an electric current works. Bringing ideas into the concrete often challenges students’ misconceptions. Having to explain ones ideas makes these misconceptions even more obvious. Then testing them in order to gain evidence is even more confronting. When faced with the evidence and the readings on ammeters the students’ refine their views to fit the evidence.

It is in this way that my students are able to gain a clear understanding of difficult concepts. The concept of the flow of current was then modeled kinesthetically so the students gained a physical memory of the flow of electricity.

Again, one of the [|emails] describing how this approach to learning was shared is included.

I have also shared my theoretical knowledge of different approaches to learning through presenting my ideas at conferences, staff development days and by writing articles for Science Education News; the journal of the Science Teachers’ Association of NSW.

I am citing a session I presented on the theory behind and the practical applications of the [|Dalton Plan]. I had worked using the Dalton Plan for several years and found many useful ideas in its implementation. These are described in my notes. I used some Dalton style assignments with my students at North Sydney Boys' High School and shared these with my colleagues. Some of the feedback is cited in the [|evaluation]. Another piece of feedback ~ a year and a half later ~ is provided in an email that was given to me as a part of a [|farewell]. My HOD mentioned the high value added score achieved with the group that I used a modified Dalton plan indicating the enhanced learning outcomes for this group by the implementation of this different approach to learning.

In 2011 I was the convenor of the STANSW Early Career Teachers’ course. During the course of discussion with participants it became clear that they did not understand how Inquiry Based Learning could be integrated into their classrooms. I conducted a [|workshop] session to address this issue. Using [|Classroom Case Studies] from “Why Does Inquiry Matter?” BSCS (2006), the participants evaluated these scenarios and discussed how these different teaching methods would engage the students and facilitate meaningful learning.