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Research Project Presentation: Teaching Project

Research Project Presentation: Teaching Project. Lisette Voûte. Teaching Project. Research – Investigating the Current English School System Observation – Observing Teaching Styles & Comparison between Two Year 12 Classes Teaching - Becoming the Teacher New A-Level Chemistry Criteria

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Research Project Presentation: Teaching Project

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  1. Research Project Presentation: Teaching Project Lisette Voûte

  2. Teaching Project Research – Investigating the Current English School System Observation – Observing Teaching Styles & Comparison between Two Year 12 Classes Teaching - Becoming the Teacher New A-Level Chemistry Criteria - Researching the Changes, Ideology for the Changes & Whether it is a Success Teacher’s Resource Pack - A Teacher’s Resource on Green Chemistry for the new A-Level Specifications

  3. Aims TO PROMOTE CHEMISTRY IN SCHOOLS This was done by: • Discovering today’s requirements for teaching styles and students’ learning needs • Encouraging pupils to study chemistry or a science subject further • Investigating the changes to the QCA A-Level Chemistry Criteria, the ideology for the changes and whether the new criteria is a success • Creating a teacher’s resource pack to develop their teaching and the pupils’ interest

  4. Motive In the last 10 years: • The Percentage of UCAS Chemistry Applicants has declined to 0.15% from 0.20% • 30 UK Universities have closed down their Chemistry departments

  5. Introduction • Comprehensive co-educational, non-denominational secondary school in Thornbury, South Gloucestershire • 1700 Students • 350 Sixth Form Students • Opened in 1965 • Sixth Form on a Separate Site • 799.1 A-Level Points

  6. Research In order to: • Ensure full preparedness and that lessons given were effective • Effectively observe and compare different teaching styles within the school • Maximise the value and utility of the Teacher’s Pack through incorporating a range of teaching styles

  7. Research • School system - what is required at Primary & Secondary Level • The National Curriculum • Introduced in 1988 through the Education Reform Act • Requires pupils to pass 4 key stages • Aims to make pupils become “Successful Learners, Confident Individuals and Responsible Citizens” • Current GCSE Science Specifications & Assessment Structure • Teaching Styles and Types of Learning Howard Gardner formulated a list of ‘seven intelligences’ Mike Hughes suggested there were three main types of learner: • Visual - Learn best by seeing • Auditory – Learn best by hearing • Physical – Learn best by doing • Teaching Resources • Outreach Events • Demonstrator in Year 10/11 Organic Chemistry Practical: “Extracting Caffeine from Tea Leaves” • Primary School Lecture: “Fizz, Foam and Flubber”

  8. Observation • First 2 Weeks • 8 Lessons a week • 5 Different Teachers (one French Lesson) • 16 Hours • Throughout the Year: Teaching Styles • Year 12 Classes Comparison • One teacher was mostly auditory and some visual • One teacher was an equal mixture of physical, auditory and visual

  9. Teaching • 14 Weeks • 6 Classes • 4 Teachers • Years 11, 12 and 13 • 84 Hours/5040 Minutes • Lessons • Magic Show • Lunchtime Lecture on Chemistry at University • Remedial Classes

  10. New A-Level Chemistry QCA Criteria Researched • Changes Made • Philosophy Behind the Changes • Whether the new Criteria is a success • Why School’s Chose their Specification

  11. New A-Level Chemistry QCA Criteria Researched • Changes Made • Philosophy Behind the Changes • Whether the new Criteria is a success • Why School’s Chose their Specification

  12. New A-Level Chemistry QCA Criteria Methodology • Meeting at old school • Masters Students Questionnaire • Inset Day • Interview Teachers in Chemistry Department • Interviewed Colin Chambers, AQA Chief & Chair Examiner • Questionnaires

  13. These results are preliminary Key Results

  14. Ideology for the Changes AQA Chief Examiner Interview: • Trying to increase the link between the course and real world contexts • So pupils know what questions to ask when faced with ‘real world issues’ and understand them better • “Get them to have an educated vote” • Introduction of concepts relevant to current social and political issues e.g. environmental/green chemistry • To better discriminate between candidates

  15. Ideology for the Changes

  16. Green Chemistry Teacher’s Pack • Developed a resource on a new topic in the A-Level Specifications • Went through each of the specifications (OCR A and B, AQA and Edexcel) and found what was knowledge was required of the candidates in terms of anything to do with green chemistry. • Background information on the subjects for teachers' knowledge • Lesson plans on the different topics • Resources & References

  17. Further Work • Website “CHEEP” or “PEEP” to include information on green chemistry and recycling • Expand teaching styles comparison • Expand questionnaire to more counties • Repeat research on whether the new specifications are a success after a year of teaching and examination results

  18. Acknowledgements I would like to thank the following people for their support, effort and contribution to my project: • Tim Harrison and Dr. Smith • Rachel Hopwood and the Staff at The Castle School • Colin Chambers, AQA Chief Examiner & Chairman • Dr. David Read, University of Southampton • Fellow UAS Students for their support

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