This is my second mind map in an attempt to visually display the draft Science Curriculum in England and this time the focus of the Mind Map is Energy. In my previous post on this issue I set out to see how coherently the new curriculum has been written and I suggested that depending on how difficult it would be to mind map the various parts of the curriculum could give an indication of that. I have to say that in this second Mind Map I could find quite a few key ideas that interrelated to other branches quite nicely. However, I felt that I had to separate Conservation of Energy from Dissipation of Energy, even though the new curriculum has them under the same heading (which is fine in the document I think), as I wanted to stress the importance of the Principle of Conservation of Energy. Something I was not too sure about was the inclusion of renewable energy sources and fuel resources under the Conservation and Dissipation section. As a whole I am fairly pleased with this Mind Map and I think the development of this unit is quite coherent. I might have missed something though and I value your comments in that respect.
Posts Tagged ‘learning’
Tags: Biggerplate, conduction, Conservation, Convection, Dissipation, Education, Efficiency, Electrical, Energy, Fuel, imindmap, learning, Mind Mapping, National Curriculum, New NC, Physics, Radiation, Renewable, resources, Sources, Thermal, ThinkBuzan
Tags: Coherent, Curriculum, Education, KS4, Learners, learning, mind map, Mind Mapping, Science, Working Scientifically
I have been looking at the draft Science Curriculum in England and I will post a series of Mind Maps to show the curriculum visually. I hope this will help people to incorporate the new curriculum (when it becomes live) in their existing schemes of work in a more coherent way. I believe this exercise will also show how coherent the draft curriculum itself is. In fact, a coherent document will be very easy to mind map and for associations to be made, whereas an incoherent document will be something of a nightmare to process in a mind map, as it will be inconsistent and with topics and ideas that have little relations with each other and don’t lead to a consistent understanding of scientific ideas and processes that build on each other. What is your guess? Coherent or incoherent?
Tags: Android, Apple, Classroom, Fun, Games, iPad, iPhone, iPod Touch, Learners, learning, Olympic, Quiz, Smartphones, Tablets, TestMaker
Who said you need a class set of iPads to have a bit of fun in the classroom? In fact, with just two iPads, iPhones, or iPod Touches, or any Android tables, or smartphones by that matter, you could run a simple and fun game with an Olympic feel.
Yesterday I used two iPads and the App TestMaker to run a relay quiz. I sat fourty learners in two rows of ten pairs each and from the back of the rows I started the quiz and handed the iPads to the last pairs. Then, I let them pass their iPads to the pair in front once they’d answered their question. At the end the team that finished first and with the most correct answers won the relay quiz!
The children really enjoyed the quiz and I then projected all the questions on the screen with a data projector, so that we could go through the answers and consolidate learning. So, if you want to run a classroom quiz and give it an Olympic taste this could be a simple way to do it!
Tags: #croesybot, Broadcast, channel, Chat, Clubs, Creative, Croesyceiliog, Education, Hash, Innovative, John Cabot Academy, Learners, learning, Live, Livestream, Motor Effect, Online, Physics, revision, Students, Taf, Twitter
After a long period of hybernation the Croesy Physics online channel is about to become active again with a very exciting project that will see Croesyceiliog Yr13 Physics Students collaborating with learners at John Cabot Academy in Bristol to create and broadcast live online revision clubs!
Helen Rogerson (@hrogerson) is John Cabot’s Head of Physics and she will support her students once a forenight in creating and broadcasting their sessions from Bristol, and I (@asober) will do the same with my students from Cwmbran. We will take it in turn to broadcast on our Croesy Physics Livestream channel and we would love to see many of you watching live and engaging with our students. In fact, there will be a 10 minutes Q&A session at the end of each event for the people who are watching from other schools, or from home. People can ask questions using the Livestream chat on the online channel, or by using the twitter hash tag #croesybot.
Our live revision clubs will be broadcast live every Tuesday between 15.15 and 15.45 and our first event will be on the 15th November with the topic “The Motor Effect”
Each session will also be available on demand after the event and we hope that our service will become a really useful revision tool for our learners as well as for students in other schools across the world!
Please support our efforts by watching, chatting, sharing, tweeting, etc…
For help on setting up a similar activity see these resources I have uploaded on the TES website.
Tags: absorption, audience, Blog, blogging, Creativity, Cross-phase, Effect, Emission, Energy, feedback, Innovative, Kidblog, Kidblog.org, Learners, learning, Levels, Peer assessment, Photoelectric, Photons, Physics, PowerPoint, Pupils, Students, Yr12, Yr6
I am finally finding literally 5 minutes to catch up with a few things I have been doing since the beginning of the term and I wanted to share with you how I am using kidblog.org to create collaborative feedback between different schools and cross-phase. Our Yr12 Blog is here.
I believe allowing our learners to Blog is a powerful learning strategies for a number of reasons. Firstly, our students get a real audience and are more likely to take their assignments seriously and be enthused by the thought of communicating their work to the world. That is why it is so important for them to see comments appearing on their posts, as they get the feeling that their efforts are appreciated by others! Also, comments are a powerful and simple means to peer assess each other’s work, as well as, obviously, for the teacher to leave some feedback too.
So, I introduced my Yr12 to our CroesyPhysics Blog and set a couple of assignments for them. The first is something I have been doing for the last couple of years and it is about the learners writing poems to describe the Photoelectric Effect, more about it on this previous Blog post. But the second was a collaboration between our Yr12 learners and a Yr6 class at Highlawn Primary School. In these Blog posts our learners had to explain energy levels and photon absorption and emission to an audience of 10 year old pupils. You can read the Blog post to set the assignment here. Our Yr12 students could present this Physics topic in whatever form they wanted, but it was very clear to the majority of the Bloggers that they needed to find a way to get their message across in a simple and coherent way, and that they could not assume anything, not even that the Yr6 learners would know what an electron, or an atom is!
So, I gave them a link to the PowerPoint I would have normally shown them on the topic and told them to use that and their text books to gather the information they needed to support their creations. I was pretty confident they would not copy and paste, because if they had, they would have failed to be understood by the Yr6 learners, who are reading our Blog posts and leaving comments to feedback on our students’ presentation, clarity and accuracy. It must be said that the comments we have had so far are really thorough and very well written for learners of that age! Learners at Highlawn Primary certainly know what it means to reflect on learning.
I think we’ve had some really good Blog post so far and this excercise has been useful for our learners, but I would love to hear your opinions and if you can spare a couple of minutes, please read through some of our learners’ work and leave a comment for them here! They will be thrilled to see others value their work.
Tags: Aristotle, book, Creative, edu-novel, Education, Equations, Faraday, Fascinating, Fizz, Galileo, Herschel, History of Physics, Inspiring, Laws, Learners, learning, Newton, nothing as it seems, novel, Physics, Students, Zvi Schreiber
I have the great pleasure of introducing my first Guest Blogger, Zvi Schreiber, who is a really interesting Author. He looks at the teaching and learning of Physics from a very different angle with his brand new book Fizz: Nothing as it seems.
Thanks Alessio for inviting me to Alessio’s Blog, to talk about why I chose to present the history and principles of physics in a non-traditional way: through a fictional novel, named “Fizz”.
Years ago I learned physics in the traditional way – text books, equations, lots of exercises. I loved it. But coming back to physics after years in the world of business, I found that my high school and college education had completely neglected other aspects of physics – and that those other aspects are fascinating to a wider audience who perhaps don’t like equations.
Firstly the physicists. Revisiting physics I learned more about Galileo’s mortal struggle with the Pope who had previously been a personal friend, and his battle against the entrenched two-thousand-year-old ideas of Aristotle. As the first physicist, Galileo showed incredible flare for presenting his ideas to a hostile public and willingness to risk his life.
I learned that Isaac Newton spent more time on alchemy than physics, and that his unpleasant personality may have been amplified by mercury poisoning. Michael Faraday, inventor of the electric motor and generator, was an apprentice bookbinder, the uneducated son of a blacksmith. William Herschel’s sister, overcame dwarfism and family prejudice to become an important astronomer in her own right.
These are just a few of the inspiring stories I had missed in school. The great physicists were real people and I wanted to present them as such.
Secondly many concepts in physics evoke an emotional as well as rational response. The vastness of the universe. The strange idea of action at a distance – introduced by Newton, eliminated by Einstein, reintroduced in quantum mechanics. The idea of an orderly deterministic universe attacked with the successive discoveries of entropy, chaos, and eventually random quantum fluctuations. Some hints at a possible multiverse. A novel allows me to explore Fizz’s response, as a young woman, to these weird revelations about the universe we call home.
There was an important precedent for an edu-novel – Sophie’s World – which helped me and millions of others to learn about philosophy in the 90s. I hope that now Fizz will take her turn alongside Sophie, and help a few people to learn more about our universe and about the bizarre series of people who explored it.
Zvi Schreiber is author of Fizz: Nothing is as it seems a new edu-novel about physics – see http://www.fizz-book.com
Back to me now, Alessio , because I would like to give you my impressions about the book. I read it during the summer holidays and it was a really enjoyable and easy read. The book reads very well and it always leaves you with the need to read and learn more at the end of every chapter. I am sure it is partly thanks to Physics, but the way Fizz explores and discovers the laws of Physics is truly fascinating and a great way to learn something about the History of Physics, as well as getting a coherent overview of the laws of Physics which are all connected to each other and not a “modular exam”
I also like the fact that there are virtually no formulae, not because I don’t like equations, but because it helps the learners to focus on the processes and it reinforces Physics concepts without distracting too much from the narration. Moreover, the situations Zvi built in the novel are memorable and give you that sense of awe and amazement the Scientists mentioned in the novel must have felt in those great moments of discovery!
Another really nice aspect of the book is that the main character is a school age girl who has a genuine passion for how the universe works and she is ready to risk everything to satisfy her thirst for knowledge. This will hopefully encourage and inspire girls to pursue a Physics career!
Nothing happens randomly in Zvi’s book and even the many truly unexpected twists that occur are used as analogies to explain Physics concepts and, believe me, one of these twists you will never guess until you get to those pages
Our Yr12 and 13 will be part of a pilot project this year to test the effectiveness of Fizz’s great adventure in motivating students to learn about Physics and in raising standards. So, watch this space as I will post our learners progress and their impressions on the book.
If you have read, or are reading the book, please leave your impressions as comments to this post!
Tags: Audio, Clones, Creative, Darth Vader, Education, english, Han Solo, imindmap, iMindMap 5, Innovative, Learniers, learning, Leila, Light Saber, Literacy, Luke Skywalker, mind, mind map, Mind Mapping, notes, Obi Wan Kenobi, skills, star wars, Story, telling, ThinkBuzan, thinking, War, Writing, Young
In my previous post I showed the first part of my boys’
story mind map, i.e. the mind map we designed together to tell the story they
were creating. We used iMindMap 5 because we wanted eventually to narrate their
story by recording audio comments on branches. That turned out to be a really
effective and creative process. Having the mind map as their main structure for
the story allowed the boys (4 and 6) to not only see the whole picture, but
also to break down the story in little chunks that they could narrate very
easily. In fact, on each branch they could record their voices narrating what
the branches represented. This was telling the story itself and by playing back
each branch’s audio comment they could listen to their story and show Mamma
(Italian for Mum) their creation and impress her!
We couldn’t upload the new version of their mind map (with
audio comments) on Biggerplate, because it is too big, but you can watch a video of their narrated story below.
I believe that this process could be extremely useful in
story writing, as it helps learners to design a coherent story and see how the
whole story unfolds in their mind map, as well as splitting the story into
branches that the learners can narrate. It will then become very easy to
transfer their story from their iMindMap 5 audio maps into paper, or a blog!
Please, leave a comment to my boys mind map, as they will be
very pleased to see others appreciate their work!
Tags: Best, British, Competition, Conservation, Creative, Education, GCSE, help, Innovative, Learners, learning, Linear, mass, momentum, O2, O2 Learn, Physics, Prize, Public, Rate, revision, support, Teacher, Teachers, U.K., velocity, Video, Vote
In this Blog I invite you to support my video entry to the O2 Learn Competition for three simple reasons:
1) I believe some of the videos that are winning the Fortnightly stages give a poor representation of Education in Britain
2) Many teachers who have submitted a video are cheating by creating false accounts to gain extra votes
3) The winning videos will be considered by the public as the best in British education, so I believe it is important that good examples are presented
So, if you like my video and you want your viewing to count and rate it, please follow the following instructions:
- Go to this website http://www.o2learn.co.uk and register (top right), or login if you are already registered. Remember you will receive an activation email and sometimes it might end up in people’s junk mail, so please check in there too!
- Login (top right) and click on this link http://bit.ly/o2learnvideo to watch my video
- If you like the video, please rate it by clicking on Rate this video below the video screen and give it 5 stars
Please remember that you need to be logged in for your viewing and rating to count!
As an educator I believe that engaging in these types of competitions is important to give a good representation of good practice in Education to the public. The teaching profession doesn’t always get a very good reputation from the Media and having good videos in the winning entries can help to change people’s views on teachers and Education in Britain. So, please support my entry only if you think it is a good video that would help learners to understand the topic presented!
Another way in which you could help is by spreading the word and passing on the link to this Blog post to your colleagues, friends, pupils, etc… and ask them to follow the instructions to support my entry.
Thank you in advance for your support and let me know if you are entering a video too, so I can support it!