Teaching Science Safely - Chinasom's Professional Portfolio

We currently live in a digital age, and as a result our lives include the constant use of technology; hence, technology has become integrated into our lives. Therefore, as a science teacher, I aimed to integrate the use of Information and Communication Technology (ICT) into my units of work. Hence, as a science major, my focus was utilising ICT in the learning area of the sciences in order to facilitate the safe use of ICT in the classroom as a means of teaching, learning, and engaging students in the sciences. Futhermore, ICT was also used to facilitate student safety while working in a laboratory environment.

As a part of the Science as a Human Endeavour and Science Inquiry Skills strands of the ACARA curriculum, I designed a unit of work for the CSIRO Creativity in Research Engineering Science and Technology (CREST) Bronze Award Project. Students were required to design and complete their own experiment (fair test) in groups of their own choice, which required them to maintain a digital investigation planner using Microsoft PowerPoint. Traditional methods of scientific design would normally use a normal notebook, but the ICT-based investigation planner permitted students to input their work on their laptops which included their aim, variables, materials, methods, and allowed them to plan the recording of their observations and results, which could include numerical data, photos or videos of their experiment. Throughout the unit of work students were reminded of safe ICT use when collaborating, furthermore, the investigation planner included a component on lab safety, where students had to demonstrate their understanding of working safely in a laboratory environment. In addition, the unit of work required the use of a student-centered learning approach, and as a result I was required to implement a number of classroom management strategies in order to teach, monitor and support student learning i.e. traffic light cups.The investigation planner was submitted on the school’s Learning Management System, which enabled me to check student work, particularly in regards to lab safety, and once students had met all the requirements for a safe and possible experiment they were able to complete their experiment, and submit their final investigation planner. The groups of students who successfully met the criteria for the CREST Bronze Award Project were put forward to receive a CSIRO CREST Bronze Award Project Certificate for their endeavours. Students also presented their CREST project to the class, so that everyone could learn about the different experiments that were designed and completed.

CREST Project Unit Plan Overview

CUE_Year 8 Sciences Unit Plan_CREST.pdf

CREST Project Lesson Plan example

CUE_Lesson Plan_CREST _26112018.pdf

CREST Project Investigation Planner (and Report)

CUE_CREST Bronze Award Investigation Planner Template_annotated.pdf

Liaison Report comment about use of traffic light cups (classroom management)

Through the use of ICT in the sciences, there was increased engagement in the scientific process as students demonstrated an eagerness to participate in the creation and completion of their own experiments using the investigation planner. The investigation planner provided the students with the opportunity to further develop their understanding of the scientific process, while also developing their ICT-based skills, as students took the opportunity to personalise their investigation planners by choosing how they presented their own work. Hence, the investigation planner served as a scaffold and template for the scientific process, but students were required to understand, build upon and transform that knowledge to engage and complete a scientific experiment. The use of a digital investigation planner also allowed students to submit their work for checks through the school’s LMS, which provided me with the opportunity to perform formative assessments checks to ensure student progress.

The inclusion of the lab safety aspect ensured that students participated in science safely, as they were aware of all the proper lab safety protocol and procedures required to participate in science, and as a result, there were no issues or accidents, as students were well prepared. Also, by allowing students to select their own groups, any issues associated with ICT-based collaboration were minimised, as the students were happy to work with one another. Furthermore, as students were able to choose their group members, and the topic of their own experiment, students were more eager to engage in learning, which minimised disruptive and unproductive behaviour. Furthermore, I was able to successfully manage group work using the traffic light cup strategy; and as a result all students completed the unit of work, and across two year 8 classes, 26 students completed an experiment that met the standards for a CREST Bronze Award Project.

As a result of students presenting their CREST project to the class, the students were able to develop their presenting skills, according to the ACARA personal and social general capability. Furthermore, the school’s end of year “Celebration of Learning” Showcase provided students with the opportunity to select and display a piece of schoolwork that they were most proud of, to the wider school community which included peers, other staff, friends and family. A group of students who successfully completed the CREST Bronze Award Project chose to present their CREST project in poster form, which required them to complete additional work to present it in the showcase.

First Placement Report comment about using ICT to provide student feedback

CREST Project Lesson Slides that incorporated feedback in teaching.

CUE_CREST Project Lesson Slides_Literacy and Numeracy.pdf

CREST Project Bronze Award Certificate List

CUE_CREST Bronze Award Certificate List_annotated.pdf

CSIRO CREST Bronze Award Project Criteria

CREST Project Student Work Sample 1

CUE_CREST Bronze Award Project Student Work Sample 1_annotated.pdf

CREST Project Student Work Sample 2

CUE_CREST Bronze Award Project Student Work Sample 2_annotated.pdf

First Placement Report comment about "Celebration of Learning" Showcase

CREST Project poster presented at "Celebration of Learning" Showcase

The inclusion of ICT in the sciences was demonstrated to be very effective for a number of reasons. Firstly, the use of the investigation planner provided the simple and efficient method of performing formative assessment checks, as students simply had to upload their investigation planner on the school’s Learning Management System, which allowed me to go through their work, and provide feedback in the next lesson to the whole class for common issues , or to individual groups as they were continuing with their work. Overall, this allowed me to provide frequent and targeted feedback to students to ensure that progress was made in the unit of work, and as well as in their learning. Students enjoyed the use of ICT in the classroom, as they were also able to demonstrate their knowledge and skills of other software such as Microsoft Excel, which many used to generate graphs for their results. Where student skills were lacking, I was able to demonstrate the use of Excel to the whole class, which meant that there was cohesive learning objectives, as I took the opportunity to also teach about how to create and label a graph correctly according to scientific principles. The engaging element of ICT was also demonstrated through the student’s choice of presentation of their own work, which demonstrates the ownership of their learning.

Lastly, it was observed that students used ICT safely, as the use of computers was normal for the school, and so, the importance of reminding students about proper behaviour when using ICT was more of a reminder rather than a new concept. Whereas the lab safety component of the investigation planner set out clear and effective expectations when working in a laboratory environment, and I believe it was effective because students participated in the creation of their own lab safety rules, which meant they were likely to remember and uphold them. Overall, the CREST project unit of work was carried out successfully and effectively through the use of ICT and classroom management strategies.

Lesson feedback about CREST project presentation lesson from liaison

CUE_Lesson feedback_Chinasom second lesson.pdf

1.1: Physical, social and intellectual development and characteristics of students

The year 8 science class was very cliquish i.e. only certain students would work together. Hence, I allowed students to choose their own groups for the CREST project, and the result was student engagement and positive group work (CREST Project Results).

1.2: Understand how students learn

Utilising students’ interest and confidence with ICT for the purpose of engaging them in the scientific process.

1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

The CREST Bronze Award Project allowed all students to participate in the unit of work, as when experimental materials could not be provided by students, it was provided by myself, other science staff or the school.

1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities

The students were able to design and complete their own experiment of interest, and so, each student was encouraged to participate in the scientific process.

1.6: Strategies to support full participation of students with disability

The learning of students with learning difficulties was supported via the scaffolding of the investigation planner, group work, and I also ensured that they were provided with extra support during class time, and I frequently checked their understanding through questioning.

2.1: Content and teaching strategies of the teaching area

Introducing the concept of a fair test (experiment) using the CREST Bronze Award project.

2.2: Content selection and organisation

The development of a unit plan overview for the completion of the CREST Bronze Award Project that planned for several weeks of teaching and learning.

2.3: Curriculum, assessment and reporting

The development of a unit plan overview according to the ACARA year 8 Science curriculum for the completion of the CREST Bronze Award Project

2.5: Literacy and numeracy strategies

The teaching of scientific process terminology and mathematical concepts for the purpose of completing the CREST Bronze Project unit of work.

2.6: Information and communication technologies (ICT)

Adjusting the standard method of participating in the scientific process to an ICT based method.

3.1: Establish challenging learning goals

The investigation planner aimed to develop the student’s science inquiry skills, which provided a challenging learning goal i.e. the completion of the CREST Project.

3.2: Plan, structure and sequence learning programs

The development of unit and lesson plans for the CREST Bronze Award Project unit of work

3.3: Use teaching strategies

The use of a student-centered learning approach for fostering engagement in the scientific process

3.4: Select and use resources

Evaluating a scientific investigation planner and adapting it to suit the CREST Bronze Award Project, and students at the year 8 level of knowledge and understanding.

3.5: Use effective classroom communication

The use of the CREST Project investigation planner provided constant educational information to students in a verbal and non-verbal manner, as it was used to teach and provide information to students.

3.6: Evaluate and improve teaching programs

I had to evaluate a scientific investigation planner for its suitability, and as a result I made improvements for its use in teaching and learning in the sciences.

3.7 Engage parents/carers in the educative process

A group's CREST project poster was displayed at the school’s end of year “Celebration of Learning” showcase, and as a result it was seen by parents and caregivers.

4.1: Support student participation

Student participation in the sciences was encouraged by allowing students to select and plan their own experiment based on interest.

4.2: Manage classroom activities

Group work was managed using traffic light cups, which indicated what level of support students needed (Red- Stuck, help needed; Yellow- I have a question; Green – Fine and working)

4.3: Manage challenging behaviour

Challenging behaviour was minimised by allowing students to select their own group members, which resulted in minimal disruptive and challenging behaviour.

4.4: Maintain student safety

The CREST Project investigation planner included a lab safety component that was reviewed by me, which demonstrates the embedding of the school’s requirement for the safety and well-being of students when working in a laboratory environment.

4.5: Use ICT safely, responsibly and ethically

Class discussion about proper ICT protocols when working in groups.

5.1: Assess student learning

Student progress was assessed for formative purposes via submission of the CREST Project investigation planner through the school’s Learning Management System, and feedback was provided to the whole class or individual groups.

5.2: Provide feedback to students on their learning

The investigation planner was used as a formative assessment tool, as it was checked to provide students with feedback.

5.3: Make consistent and comparable judgements

To receive a CREST Project Bronze Award Certificate the students had to meet CSIROs criteria.

5.4 Interpret student data

The formative marking of the CREST project investigation planner was used to provide feedback to the class, as areas that needed elaboration or clarification were able to be identified.

5.5: Report on student achievement
Student feedback was provided through the school's Learning Management System, which is accessible by students and parents/caregivers

6.2: Engage in professional learning and improve practice

Through the observation of teachers in other learning areas, I was able to incorporate what I had learnt into my own teaching practice i.e. traffic light cups

6.3: Engage with colleagues and improve practice

Through conversations with my mentors, I was able to apply their advice about managing groupwork to successfully implement the CREST project unit of work.

6.4: Apply professional learning and improve student learning

Feedback from my mentors and liaisons contributed to how I developed my lesson plans and resources, which was beneficial to student learning.

7.1: Meet professional ethics and responsibilities

I was required to uphold the school ethics and responsibilities in relation to ICT use when using the school’s Learning Management System to assess student work for formative purposes.

7.2: Comply with legislative, administrative and organisational requirements

I was required to uphold legislative, administrative and organisational requirements for laboratory safety when teaching science.

7.3: Engage with the parents/carers

Participation in the end of year “Celebration of Learning” Showcase where a student presented a poster of their CREST project.

7.4: Engage with professional teaching networks and broader communities

The feedback received from my university liaison encouraged my continual use of the traffic light cups to manage group work throughout the CREST Project unit of work.