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Note the focus area and standard Note the type of Describe the artefact / document and Describe

Describe how the artefact /


descriptor/s the artefact / artefact / document indicate the possible impact or result on document
document reflects teaching and/ or student learning meet the standard descriptors you
have identified.

The following The science workshop I participated in By completing the What the
5.1. Assess student artefact is an image was a 5-week program that required students KNOW column,
learning of a KWLH chart me to develop a series of lessons students were participating in
Demonstrate understanding with additional based on the 5 Es model (Engage, a diagnostic form of
of assessment strategies, notes attached. This Explore, Explain, Elaborate and assessment. Students
including informal and formal, progressive learning Evaluate). In doing so, I utilised provided clear evidence of
diagnostic, formative and resource was assessment that could provide their prior knowledge and
summative approaches to implemented during diagnostic, formative and summative conceptual understandings.
assess student learning a science workshop evidence for the development of As a result sequential lessons
in which I was apart sequential lessons and student were modified to meet the
5.4. Interpret Student of. reporting. The use of the KWLH chart appropriate learning needs of
Data was one form of assessment that the students (APST 5.1).
Demonstrate the capacity to The scientific provided opportunities to interpret
interpret student assessment concept explored student knowledge against success From the KWLH chart a
data to evaluate student was: criteria, whilst also encouraging student wrote:
learning and modify teaching students curiosity and reflective skills All the solids can be burned
practice Students will (Herbert, 2014). down to liquid
explore solids,
liquids and gases. The group of 10 students included a The What we LEARNT
They will investigate mix from both years 5 and 6. Hence, column is a summative
whether these the practicality of a KWLH chart was assessment which indicates
materials are suitable. Students had the ability to the progression of student
capable of physical think, reflect and individually write learning (APST 5.1).
or chemical changes their ideas in a mature manner. All
and whether these answers were anonymous to ensure From the KWLH chart a
are reversible or students did not feel pressured in student wrote:
irreversible expressing their ideas in a particular I didnt know that liquids
transformations. way. can turn into a gas and rock
can turn into a liquid (solid to
As the facilitator of this resource I liquid)
made additional notes as I observed
students writing their answers and Student data from the KWLH
discussed their ideas as they were chart was interpreted and
added to the chart. This ensured I noted. This also determined
gained a deeper awareness of where future lessons and was solid
each student was at in relation to the evidence of evaluating
learning criteria. Some notes are student learning (APST 5.4).
included at the bottom of the KLWH
chart. I wrote:
Students at this stage of the
Overall, this form of assessment was learning sequence [engage
extremely useful in terms of informing phase] have indicated their
progressive lesson planning. The thorough understanding of
students were confident adding their the states of matter. This
sticky notes to the poster, as they did includes characteristic
not feel pressured by the nature of knowledge of solids, liquids
formal assessment. and gases. Given this in
depth understanding, the
following lesson will dive
deep into the concept of
changing states of matter.

An assessment rubric and


scale was utilised in
reference to this section of
the chart to formally record
student data.
Relevant teacher notes
What we KNOW What we WANT to learn What we LEARNED HOW we KNOW
-Students at this stage of the -Students were able to - As students attached their -Students were able to note
learning sequence [engage express their ideas regarding sticky notes I asked them to how they gained their new
phase] have indicated their what they would like to learn. share what they wrote and scientific understanding.
thorough understanding of -Students shared suggestions further explain their new -Teacher feedback was a key
the states of matter. This of possible experiments. knowledge. point of discussion. This
includes characteristic -Suggestions were relevant, -This was somewhat daunting allowed students to extend
knowledge of solids, liquids practical and engaging. for some students who their reasoning of How we
and gases. -The vinegar, bi-carb and struggle to present their KNOW.
-Given this in depth balloon experiment would be understandings formally. This
understanding, the following useful to demonstrate the approach was quickly
lesson will dive deep into the way matter can change form. adjusted to become a
concept of changing states celebrity heads game.
of matter. Students were given an
-Dylan may require one on image of either a solid, liquid
one teacher assistance when or gas and they had to ask
completing written tasks. suitable questions using
relevant metalanguage to
work out which state of
matter they were.
-Students were better able to
verbally articulate what they
gained from the science
workshop experience in this
way.
- An assessment rubric and
scale was utilised in
reference to this section of
the chart to formally record
student data.

References

Australian Institute of Teaching and School Leadership. (2014). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pd

Herbert, P. (2014). The beginning teachers companion. Australia: ICT publications.

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