uas: teaching in schools penny gowland sir peter mansfield magnetic resonance centre school of...

UAS: teaching in schools

Penny Gowland

Sir Peter Mansfield Magnetic Resonance Centre

School of Physics and Astronomy

University of Nottingham

• How it fits into our degree

• Selecting schools and students

• Activities undertaken

• Assessment

• Impact on staff

How it fits into the degree• Communicating Science 10

credit module– (120 credits per year)

• Only taken by B.Sc. Students– M.Sci. fourth year taught by

student centred learning- same transferable skills

• Replaces half of the third year project lab– They take second semester lab

taken by some ‘Physics with-’ students

Selecting Students and Schools

Selecting students• Original plan: 6 students (9 this year)• Good record of handing in coursework on

time• Application form

– Statement judged on previous initiative shown– We are here to offer opportunities

• I’d prefer drawing lots

• CRB check• 50% at end of second year

– (2ii borderline)– Weaker students will need to concentrate on

their studies

Selecting students• Original plan: 6 students (9 this year)• Good record of handing in coursework on

time• Application form

– Statement judged on previous initiative shown– We are here to offer opportunities

• I’d prefer drawing lots

• CRB check• 50% at end of second year

– (2ii borderline)– Weaker students will need to concentrate on

their studies

Finding schools• Widening participation unit

• Previous contacts (work experience!)

• Cold calling– Be confident

• Phone at a sensible time (many teachers do not use email)

• Try to speak directly to teacher and not leave a message

• Do not give them a chance to phone you back.. Offer to go in straight away

Types of schools used• Primary• Comprehensive• ? CTC• Sixth form college (+ secondary

school)• ? Museum

• So far we have not attempted to ‘select’ schools– Widening participation remit– Benefits of variety

• One school has asked for £400

Departments used• Physics (A’ level)

• Science (< GCSE)

• Maths (primary)

• ? Other (primary)– Art- light and colour– Music –sound– History

• ? Other (sixth form)– Biology- biophysics, physiology, medical– Chemistry

Typical activities

Observation• 2 weeks

• A variety of teachers, sets and ages

• Active targets set

• Talk to students about learning – Why do you like physics?– What is it like at University?

• Different teaching approaches

• Student briefed in advance on topic of lesson

Teaching assistant• 6 weeks

• Helping with set problems

• Helping with practical work

• ‘Mucking in’

• Hotspots

Hotspots• Take 10 minutes of lesson

• Presentation (ppt) on broader application of topic of interest

• Practical demonstration using equipment from University– Would like at least one practical activity from

them during the term

• Talk on University life/ applications etc

• Talk on careers

Hotspot

Special project• 1 week (near Christmas)

• Take ~ 1 lesson using novel methods to communicate or teach physics or physics ideas– Angles – Bridge building competition – Light theatre

Special project (primary)• Model race track

used to teach angle

• Extended to teaching algebra

• Modified as it became clear it was too difficult

Special project (primary)

Special Project (Secondary)• Bridge building competition

• Module on forces

• Special-needs team won

Special Project (secondary)• Using school theatre to investigate light and

colour

• ‘Sound and light’ show

• Accompanying work book

Other activities

• Visit to university– Linked to IoP Physics Centre lectures

• Competitions– Physics Olympiad

• Model aeroplane club

• Help with A’level options

Assessment

Assessment: Diary• Akin to Lab Diary, recording all activities,

preparation and observations

• Brief outline of planned lesson and learning objectives

• General description of lesson

• Student’s targets and outcomes

• Notes on teacher’s methods• Deliberate mistakes

• Description of student’s activities

Assessment: Diary targets• Maths and practical work in physics• Qualitative targets

– Do pupils know their multiplication tables?– How long does it take class to settle down?– Do pupils convert x to muliple +?– Do the class wander around?– What is ratio of boys to girls in different sets/ages– How are pupils who do well rewarded if at all– Is it raining?– What fraction of the class will ask questions? – What is fraction of time spent on group teaching

compared to individual work?– What fraction of students use units?

Diary- secondary

Lesson breakdown

Lesson contents

General obs. and teaching methods

My rôle

Diary

I left this class because the teacher was attempting to

determine if they were working to level 5, which I could not

help with

As most of the class seemed to know what they were doing,

I asked them about the experimental design

DiaryTargets

My rôle

Oral presentation• Previous remit: discuss any aspect of module

– Learning styles– Disruptive children– Maths in physics

• Now: Detailed description of special project– aims/targets, learning outcomes– underlying science

• explanation of main concepts at a variety of ages• common misconceptions• activities typically used

– teaching methods and reasoning, • materials used, safety

– Analysis of reception based on outcome measures.

• Hardcopy of slides

Essay/ report < 3000 words• Summary (~100 words- for UAS)

– What did you gain from the experience? – Did the experience help you to make up your

mind about teaching – Did you increase your transferable skills – How did this module differ from other modules on

offer and what made you choose it?

Essay/ report• Introduction

– General information about school, classes and topics with which you worked

– Previous relevant experience

• Detailed description of your own activities– Week by week diary summary– Hotspots and special project briefly

Essay/ report• General teaching and learning of science at

school for topic(s) you were involved with– underlying science– evolution of syllabus across ages– common misconceptions– activities typically used in this area– teaching methods and activities observed and

participated in. Safety issues– Targets, and progress in acquisition of and

development of skills.

Essay/ report• Conclusion

– How the module helped you achieve your learning objectives

Impact on staff

Staff requirements• Contacts and visits to schools

– 2.5 hours per student in first year with school– 20 minutes per student in second year with school– My own teaching load did not allow me to visit

students in schools

• Training– 6 hours initially – 2 hours at week 5 on Powerpoint– 10 mins of tutorials at 3 and 8 weeks per student

• Module documentation– 2 weeks in first year– 2 days subsequently

Staff requirements- assessment

• 30 minutes per student for presentation

• 1.5 hours per student for marking report

• 1 hours per student for marking diary

• Double marking

Staff requirements• Administration of students (secretarial)

– Handling applications– Handling CRB– Contacting students for school visits

• CRB checks (Widening participation unit)

Benefits for University Staff• ‘Teaching is learning twice’

– Review of my own teaching methods

• Working with a new group of professionals

• Knowledge of the dreadful working conditions of most teachers– Prep areas are DREARY, DIRTY and UNTIDY

Conclusion

Mistakes not to make• Do not ask a teacher to phone you back

• Do not contact a teacher by email

• Do not promise any student a place until you have their exam results and you have a placement school

• Organize CRB checks before the end of exams

• Do not accept Microsoft files electronically off students

Mistakes not to make• Do not ask a teacher to phone you back

• Do not contact a teacher by email

• Do not promise any student a place until you have their exam results and you have a placement school

• Organize CRB checks before the end of exams

• Do not accept Microsoft files electronically off students