|Primary Science, Teaching Theory & Practice. , 2014, Chapter 7:Planning pgs. 70-86.|
|Within this book, Chapter 7 explains in depth qualities and strategies that are used in effective planning.
The Key points include:
|This chapter gave me insight to the skills needed when planning sucessfully. It allowed me to recognise the differences between long-term plans, medium-term plans and short-term plans.
It allowed me to recognise that a successful lesson in science may contain specific qualities. For example, they may contain practical aspects frequently. Successful lessons also relate to the children’s real life experiences (this can be developed through practical activities).
A statement in this chapter than emphasised subject knowledge of a teacher included: “Onne of the greatest challenges to teachers is to understand for themselves the scientific ideas they wish to teach. They have to know well beyond what they expect their children to learn”. This has shown me the importance of research and reflection of personal knowledge and skills. It has made me aware to always think forward of what the children may ask and the knowledge they may have.
Another aspect about planning this chapter has taught me is to always try out practical activities before delivering it in a lesson. This has shown me that something may seem like a simple activity descibed in a book, however what appears to be straightforward may become difficult in practice. It is important to review whether an activity will work with your children, by trying it out for yourself and then reflecting on it!
This chapter has also gave me insight on what a learning intention should specifically do. It should focus on what the children should learn, rather than what they should do and it should aim to develop both the children’s conceptual understanding (knowledge and understanding of the physical ideas in science) and procedural understanding (their understanding of skills and processes involved in working scientifically). This should also be a measure of what the children should be progessing in.
The learning intention in a successful plan may be a statement of what the teacher intends the children to learn by the end of the lesson. For example:
I have learnt that structue of a lesson usually goes as follows:
Neverthless, this may vary, depending on the length of the lesson.