Teaching Secondary Science: Constructing Meaning and Developing Understanding

By Keith Ross; Liz Lakin et al. | Go to book overview

PART IV
Planning, Assessment,
Teaching and Classroom
Management

Introduction

So far we have dealt with learning and teaching about scientific ideas and processes, but those new to teaching and even some old hands, often feel they need most support when it comes to classroom management. For that, it is perhaps good planning that is the key. So in Chapter 18 we discuss different approaches to planning in both the medium and short term. Being well prepared for the class does not guarantee success but failure to plan usually ends in disaster.

In Chapter 19 we show the importance of assessment for learning. We consider the role of questioning and discuss the benefits of peer and self-assessment. The chapter also covers marking pupils’ work and the formative use of summative tests.

In Chapter 20 we look at management in a science lab. There is no magic formula that guarantees success, but there are approaches that nearly always fail (like confrontation). It is important to note that certain strategies work only when the relationship between the pupils and the teacher has matured to a level where the group will accept something new. So if something does not work in the early days, do not abandon it forever: bring it out and dust it off later in the school year. You will find some useful tips on ‘what to do in the event of ‘ situations and some help on learning names.

In Chapter 21 we discuss the practicalities of resourcing and teaching in a science lab with a close eye on our health and safety responsibilities.

Finally Chapter 22 has a focus on teaching and learning with the older student, but we advise you not to abandon strategies that worked well with the younger pupils.

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