Our e-learning professional learning group had Campbell from eTV show us how it works and what we could do
I was pretty impressed, theres a lot of my favourites such as Cosmos, David Attenborough, Crash course, Brian Cox, Mythbusters, etc
My homework tonight is to look for new teaching favourites
Rubens tube experiment
To kick start the year 9 sound unit, I have done 5 lessons and 5 practicals or demonstrations. Each one demonstrating an aspect of sound or waves
1. Tuning forks (sound is caused by vibration
2. Slinkies (to show longitudinal and transverse waves and movement of energy)
3. Rubens Tube (standing waves of fire - change pitch and frquency and observe)
4. Sound can’t travel in a vacuum (a bell ringing in a sealed jar, pump the air out until you can’t hear the bell)
5. Musical instruments (guitar, drum, etc a range to apply all learning of sound waves - complementing their current research into an instrument of their choice)
Upcoming classes have many experiments, demo’s and practicals - measuring the speed of sound (outside with wooden clappers), measuring intensity of different sounds (using a smartphone/device decibel counter), altering pitch and frequency (using a smartphone/device oscilloscope)
Today numbers are returning to normal though 10H1 is still small.
My day ran smoothly with 3 groups of students from 9CC even coming in at lunchtime to do extra work on their projects
However, there are frustrations with 9XA as I explained to them at the end of class
not tidying up after themselves, not respecting equipment and class environment
not respecting each other right to learn by distracting disruptive and unruly loud behaviour
not respecting their teacher by interrupting
I explained the impacts to them and their learning.
misuse your learning time - fall behind, not learn, therefore, not passing assessments and missing opportunities
as a class missing opportunities for class and group discussion as unable to manage own behaviour
misusing equipment leads to not being able to use it. Need to keep the trust.
What I am doing to minimise this
Reinforce settled start to class - line up, equipment out, do first up task.
remind class and talk to individuals, groups and class when they need to monitor themselves
Regrettably, i also am taking out the project time in class as 2 classes in a row (with mini chats and warnings) they are not using the time. They will get opportunities to ask over Edmodo or work at lunchtime. It is not structured enough for where the class is at the moment.
I can review it to put back in after a week I think.
The biggest thing on my mind during the day apart from immediate needs are illness. My owncold went from getting better to now getting worse again as I am struggling to shake a coldand sniffles, which is probably putting me on edge and fraying my nerves and cool a bit.
Classes have been upset and ruffled by the measles outbreak, Friday was messy as everystudent had to have their immunisation status checked and attendance for the day i heardwas around 40% with students out under quarantine or being sent home to bring proof ofimmunisation and all sports and cultural teams being put on hold until the spread hasstopped.
My year 11 class was the most affected on friday, period 5 we had 7/31. So we did a class ofrevision, I put up exam questions and students used the whiteboards to co-operatively
answer them without notes in as much detail as possible. This was a very productive andenjoyable hour.
Today my year 10 class was effected with having 11/29, we continued with electricity andeach student made their circuits individually, they each got the equipment and got a chance toput everything together with no other help unless they went and asked.
I’m working to keep classes in normal routine, settled and making the most of the situation wehave.
Over the next couple of days more students will be coming back to classes as theirimmunities are checked and proof is provided to the school.
New project started with year 9’s they are growing plants and investigating how plants grow and reproduce and the impact humans are having on plant communities as well as how this links to climate change
As always it feels chaotic to start but I’m hoping for things to go well
This will require them to use their devices and look up a lot of information and make a lot of decisions about what information is reliable, applicable and correct for them to use
I did self marking with year 10 and peer marking with year 9 with their first homework of the term and found from initial feedback for the exercise was that it was very valuable for them, they felt the homework to be better when they could get the feedback in class
Last term on the last day students wrote on Padlet their answers to
Students learn best when teachers…
We then used a tournament prioritiser to make decisions and ran the things that were most important to them as a class
These were their ideas
This helped me formulate a goal for year 9’s in term 2
- review and provide opportunity to self/peer mark homework in class
4/5 lessons went very well. Im really happy with how my year 9’s and 12’s are going and I’m putting lots of work in practical physics for my year 10’s as well as incorporating relevant world links and prior knowledge
However lesson 5 was my year 11’s and i dove too heavily into writing detailed methods for a practical chemistry investigation, I missed some scaffolding and as a result, a lot of students got confused. I stopped and showed some detail and answered questions with diagrams but this was less than ideal and at the end some students were still confused
What I could have done instead:
Done a practical on making stock dilutions and storing
Writing a basic method then improving
Then incorporating dilution into the detailed methid