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Challenging able students through an after school science enrichment programme: early thoughts on the ASCEND project Dr. Keith Taber & members of the ASCEND.

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Presentation on theme: "Challenging able students through an after school science enrichment programme: early thoughts on the ASCEND project Dr. Keith Taber & members of the ASCEND."— Presentation transcript:

1 Challenging able students through an after school science enrichment programme: early thoughts on the ASCEND project Dr. Keith Taber & members of the ASCEND project team Faculty of Education University of Cambridge

2 Project partners University of Cambridge Faculty of Education Cambridge Federation of Secondary Schools Gatsby SEP (Science Enhancement Programme)

3 ASCEND - Faculty project team Richard Brock – PGCE Secondary Science Hannah Burleigh – PGCE KS2/3 Science Clare Burton – PGCE Secondary Science Frank Flegg – PGCE Secondary Science Jonathan Norris – PGCE Secondary Science Claire Pearson – PGCE Secondary Science Joanna Poddar – PGCE Secondary Science Samantha Smith – PGCE KS2/3 Science Laura Wilson – PGCE Secondary Science Fran Riga – PhD Science Education Alejandra García – Visiting Scholar, Science Education Philip Anding - PhD Science Education Andreas Georgiou - PhD Science Education

4 ASCEND Able Scientists Collectively Experiencing New Demands After school sessions in Faculty, Y10 Delegates selected by schools on the basis of –suitable for being challenged in science –interest and motivation –parental permission (pilot/research)

5 desired outcomes? programme of enrichment activities, and evaluation, to inform –Federation joint approach to G&T provision? –teachers, schools, and groups of schools looking to develop similar provision SEP publication and dissemination seminar/journal papers etc? enrichment of PGCE course (similar to PGCE+?) challenged and motivated Y10s –possible increase in science sixth form choices?

6 Procedure 4.00 registration and refreshments (NFB) academic session –in science block –working in groups (c.4, not all same school) –helped and closely observed by team members (and observers from schools) team briefed by in advance –recording of some conversations for later analysis

7 session 1: what is science? sorting task –discussing activities that are/are not science –making criteria explicit philosophy of science –models of science/vignettes of scientists

8 session 2: learning science groups provided with large amount of information, presented in different modes –including unfamiliar material, e.g. on brain –to identify keep points on studying/revising –to prepare poster - model of the science learner

9 aside Visit to a Y10 residential for top set maths and science (Gilbert, Taber, Watts) –we found students off-task much of the time not engaging with activity tired? novel context social mixing (15 year old boys and girls) much recorded conversation banal - ‘posing’ most of top 25% of ability range not ‘gifted’

10 points for reflection As a review of our experience so far, we will consider some of the points that Gilbert made about what we might expect to be the characteristics of the most (sic) able in science (http://www.educ.cam.ac.uk/apecs/Gilbert.doc) Hopefully this can inform our inputs into the rest of the programme The panel will respond to each of the points where their own observations are relevant

11 to what extent? The question is: to what extent does our experience in the first two session suggest that the delegates at ASCEND…

12 readily learn novel ideas – indicated by speed of adoption and use of vocabulary

13 to what extent does our experience in the first two session suggest that the delegates at ASCEND… relate novel ideas to familiar ideas – indicated by integration of novel and familiar ideas

14 to what extent does our experience in the first two session suggest that the delegates at ASCEND… move beyond the information given, remaining within the context in which it has been learnt – indicated by posing / answering 'what if' questions

15 to what extent does our experience in the first two session suggest that the delegates at ASCEND… move ideas from the context in which the have been learnt to an unfamiliar context – indicated by posing/answering 'transfer' questions (moving between the sciences, relating to maths. and technology)

16 to what extent does our experience in the first two session suggest that the delegates at ASCEND… use above to produce models – indicated by parsimonious integration of ideas, preferably in visualisable form

17 to what extent does our experience in the first two session suggest that the delegates at ASCEND… reflect on their own thinking and learning – indicated by attempting to explain how any of above was achieved (e.g. forming overviews of sectors of a subject)

18 to what extent does our experience in the first two session suggest that the delegates at ASCEND… work within a group – indicated by the active role{s} adopted

19 to what extent does our experience in the first two session suggest that the delegates at ASCEND… exercise leadership within a group – indicated by persuading the group over adoption of process or product (e.g. marshalling of facts within argument structures)

20 Keith S. Taber © 2005


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