Coffee cup experiment
CONTEXT
- The teacher education student is in the first year of a Master of Teaching degree.
- He is completing his second teaching placement.
- The school is a large, independent, non-selective Catholic boys’ school in an urban area.
- This Year 8 Science lesson sequence focuses on energy and specifically involves students conducting and reporting on a scientific ‘coffee cup’ investigation.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
EVIDENCE ANNOTATION
The teacher education student demonstrates 1.2.1 ‘Graduate achieved’ through:
- Applying research evidence about cognitive load theory and scaffolding to inform his strategies for supporting students’ creation of an investigative report.
- The original assessment task required students to have a high level of understanding about the scientific method and report writing. Drawing on current research, the teacher education student created a new worksheet which made learning more manageable.
- Using worksheet for scaffolding to support student learning.
G: The goal for this teacher education student is 1.2.1.
R: The teacher education student has satisfied 1.2.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help him move towards ‘Graduate exceeds’ for 1.2.1?
W: What is the next step you would negotiate as a goal for this teacher education student? What will you do as a Mentor to help him achieve this goal?
G: To demonstrate knowledge and understanding of research into how students learn and the implications for teaching as well as to move up on the 1.2.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 1.2.1? Refer to recent feedback you have received.
O: What specific actions could you take to demonstrate knowledge and understanding of research into how students learn and the implications of this for teaching?
- Could you link current research evidence to your lesson plans more effectively?
- Could you use your supervising teacher in combination with research evidence to plan subsequent lessons?
W: What is your next step in improving your knowledge and understanding of research into how students learn and the implications of this for teaching? Try to formulate a specific goal.