by clicking the arrows at the side of the page, or by using the toolbar.
by clicking anywhere on the page.
by dragging the page around when zoomed in.
by clicking anywhere on the page when zoomed in.
web sites or send emails by clicking on hyperlinks.
Email this page to a friend
Search this issue
Index - jump to page or section
Archive - view past issues
Inside Teaching : April 2010
Inside Teaching | April 2010 10 THINGS I’VE LEARNED... 26 How do you teach cold or wet or hard? Concepts need experience, experience before experiments. 04 If you want students to learn, you have to let them play, and get hands-on experience. How do we learn from play? We try something. If it works we use it again, we tell our friends. If it doesn’t work, we try again and change things until we get it to work for us, then we tell our friends, they try it, and they change things or keep them the same. That’s very much like a simple scientific method. Play, experience and hands-on approaches allow students to develop, explore and tune their understandings of concepts as well as the processes they can use to try something new. Through scaffolding and structured play, they can be taken through the scientific method as a real-life experience and a way of making new learning from what has happened, positive or negative, before you move on to a more formalised use of scientific method. time block because science is occurring all the time. Science very often lends itself to another learning area. The Primary Connections program of the Australian Academy of Science shows you how to make links between science and other learning areas like literacy and numeracy. In the early childhood area, for example, The Three Little Pigs lends itself to investigating materials, shapes and forces. Get your students to use 3D mind maps to represent their understanding before and after. Students need to experience the things they are learning in order to make the connections and then extend their understanding. It’s hard to know what a kilogram is until you’ve felt a kilogram. Then you have something to relate to. How can students understand heat until they know what it looks like and feels like? When a 45-degree day comes along you can show the students what it feels like to be nearly half way to the boiling point of water. Just because it isn’t science day doesn’t mean the situation can’t be used. 01 Learning is not a competition, but if you teach as though it is, your students’ learning will only be narrow and short lived. Real learning has to have a purpose, and relevance or connection for the learner, if it’s to have any consequence. The learner needs to be at the centre and to have some ownership over the learning. All students have strengths and good teaching is about using these to guide them into other learning. You need to be part of the learning yourself, to place yourself in the situation of the learner. 02 The curriculum is like the road map and, as with most journeys, there is more than one route that you can choose to reach your destination. Sometimes there isn’t, some things just have to be done a certain way, but then there are also times when you have to make your own road. 03 Many primary school teachers are unaware of the science teaching they already do in their classrooms. Teaching science doesn’t necessarily have to happen in a discrete Western Australian Teacher and winner of the Prime Minister’s Prize for Excellence in Science Teaching allan WHittoMe has learned plenty of things about teaching. Here are 10 of them. I’ve learned about teaching 10 things