Week 8: Disciuss how you could use STANSW Young Scientist Awards or a similar award system (eg; CREST or BHP Awards) to assist teachers and students with open ended investigations and apply holistic marking criteria

Module Focus: 9.7 Genetics: The code broken?

It is my experience that doing open ended investigations with Preliminary and HSC students can be quite difficult. This is quite the opposite from what I saw with yr 6 students during the MyScience program. I think there are 3 key elements that separate the behaviours and attitudes of primary and secondary students - engagment, stress, and rewards. The primary students had a topic that was deliberately chosen to engage them, there was little to no stress placed on the outcome of the investigation, and there was a reward system in place that rewarded achievement with things that they found valuable. Secondary schooling open-ended investigations usually consist of whatever topic is in the syllabus and then refined to some syllabus dot points, set around all the hurly burly of HSC work and the stress surrounding high marks, and rewarded with nothing more than a mark. So there is little wonder that secondary student's don't like them.

Awards systems such as the STANSW Young Scientist awards give students (and teachers) a framework that engages students with giving them choice and scope to pursue their interests, reduces stress by having no bearing on their HSC (but the teacher can change that by incorporating it as an assessment), and having cash prizes, and all kids like money.

Relating this to the genetics module of HSC Biology, there is plenty of room to see how far students can go. There are so many dot points that begin with "process (and analyse) information from secondary sources ........" to get students started. The easy way out would be for a teacher to pick a point and ask students to do an assessment on it instead of teaching it. However I would use the topic to model investigations (so students know what to do) and then towards the end of the module let students pick their own dot point to base some further investigation of their own ideas from. This creates the engagment, and stress can be reduced by limiting the importance of it as an assessment.

These awards systems also are a great introduction into holistic marking for students and teachers. This is a good introduction for students to come to terms with the idea of getting marks for understanding and not writing chunks of information. Teachers also get experience with this marking scheme and how if promotes understading rather than memory skills.

The analytical v holistic marking debate is very interesting. There's debate about it in all types on mediums and forums. I found it quite interesting. Check out here, here, and here to get started.

Week 7: Assess one useful website that you would use for a practical activity for your syllabus point

Module Focus: 9.6 Biotechnology
The Year 12 option module of Biotechnology has lots of great opportunities for practical work. One area at the beginning of the module is syllabus point 9.6.3.3.1, which is; 

Gather and process information from secondary sources to:

–   identify and describe a named industrial fermentation process

–   identify the micro-organism used in the fermentation and the products of the fermentation

–   outline the use of the product of the fermentation process

    –   use available evidence to assess the impact of the use of the fermentation product on society at the time of its introduction.

As with most things today, the first step for students (and teachers) is a google search. Students routinely just look at the first sites that pop up from their search and use that content. With that rationale in mind, I have chosen to assess the first non-sponsored and non-wikipedia (because wikipedia came up first) website google returns when I search the phrase "what is the fermentation process". This site was "What is fermentation" found at: http://chemistry.about.com/od/lecturenoteslab1/f/What-Is-Fermentation.htm

The first question to be asked is "Is the content credible?" After reading I think it is. It is all correct and the source site being labelled as a part of the New York Times gives it added weight. The next issue is "Is the information at the appropriate level for the students?" Again, the site passes my judgement on this. There is a few sections where the content is quite detailed, but it is never far beyond the comprehension of students. Finally, "Is the content appropriate for the syllabus point?" I believe it is, but just barely. The site only contains enough information to be considered a 'starting point' for research deeper into the content, but what saves it is the use of links to other sites to elaborate on the important relevant content. 

In conclusion, This sight has relevant, appropriate, and credible information for this syllabus dot point. I did not make mention of the issue of surrounding the quality of this resource as a learning tool, or its ability to foster learning, because that is the job of the teacher and any resource can develop deep learning in students if the teacher uses it the right way (well that's my view anyway). 

Week 6: Assess one useful web site that you would use for a practical activity for your syllabus point

Module Focus: 9.5 Communication

A great place to get online resources for HSC science topics is the UniServe Science resource sight developed by the University of Sydney. The Stage 6 Biology site is split into resources for each module as well as other information on the whole Syllabus. The page dedicated to the communication module has over 50 online resources to use. 

From this collection I found the Comparative Mammalian Brain Collections site to be very interesting and educational. It is a well mapped site out site with lots of separate, well spaced and formatted pages with clear, concise information and clear, colourful, and interactive diagrams. All this makes the information easy for students to process and engage with, and the content being well formatted rather than cluttered or all crammed together helps too. The negatives of this site is that it does not cover an explicit syllabus point. It can also get a bit awkward navigating through all the pages if students are unsure of exactly what they are looking for. 

All in all, I think it's a really good site and would incorporate it when with higher ability classes that can handle 'deeper', more expansive work and use their critical thinking to link the different ideas already covered in the communication topic. I don't think I would use it for average ability classes where the focus is just to get the syllabus content covered.

Week 5: Describe one assessment tool you would use in the Biology classroom - examples of good practice

Module Focus: 9.4 The search for better health

There are many opportunities to use assessment tools in module 9.4. The first assessment tool I would be a diagnostic assessment, that I would conduct at the beginning of the module. This could be be in a number of forms; written quiz, multiple choice, matching pairs, gameshow style quiz, 3 mins to write everything they know about a topic. The form I gave would be dependant upon the ability and engagement level of the class. I would ask students questions regarding the major body systems, definition of disease, how the body repairs damage, and some examples of diseases and repair mechanisms.

This task would serve a dual purpose. I as the teacher would be able to identify what previous knowledge students can recall and to what level of detail. For the students, it shows them what current knowledge they have will be resurfacing throughout the topic that they should be aware of. From a learning perspective it's really important to 'dredge up' this prior knowledge and it's schema in students minds. It's much easier for students to learn the new material if they can build new knowledge structures off of their previous knowledge base (schema).

There is lots of good information out there about diagnostic assessment. Leighton & Gierl's book is quite interesting, as is this Huff & Goodman article. There is also lots of easily accessible information on youtube, such as this overview of assessment by Hope in Schools.

Week 4: Describe one learning cycle activity you would use in a Biology lesson. Give reasons why you would choose this for your particular syllabus point

Module Focus: 9.3 Blueprint of life

Coming soon ... I'm working on it

Week 3: Analyse and assess one aspect of programming by UBD

Module Focus: 9.2 Maintaining a Balance

Programming by UBD (undersanding by design) is a very novel approach to designing programms for teachers to work within. It was been described as backwards design, but it is simply another perspective of what is the best way to design structures and programmes for teachers to work with.

I particularly like the element of using major goals as a emphasis for teachers to follow (this is not used in the current predominant programming technique). I have observed during practicums that teachers often do not show the connections between the ideas and concepts that are covered in each lesson. I found during my last prac experience that I treated each class as being in its own little 'bubble' and not part of a bigger picture. As 'scientists' we know that the material we cover is all related and that these relationships are clear and obvious, but sometimes (as I did on prac) we forget that students arent aware of these relationships and it is part of our job to show/ demonstrate/ explain/ highlight the interconnectedness of all the ideas that are being tossed around. The use of major goals (and essential questions) gives teachers a way to consolidate all the ideas back to one point that  shows their relationships.
 
As an example, in module 9.2 I would base the class time around asking the following questions and looking into their answers;

• How to the elements of an environment shape the life that calls it 'home'?

• How do plants and animals transport the gasses they need to survive around internally?

• Plants and animals need to keep everything (water, gasses, waste, nutrients, etc) in a delicate equilibrium to function properly. How do they achieve such a feat?

There's heaps on the web to explore more about UBD. It sounds dodge but wikipedia is a decent place for the basics, and then there's a fair bit out there by Grant Wiggins and even lectures on UBD from youtube.

Week 2: Describe an opportunity to develop students' values of responsibility and integrity in 1 stage 6 module

Module Focus: 8.5 Evolution of Australian Biota

Module 8.5 has a number of opportunities to develop student values, especially within the numerous discussion and practical components. It is important for teachers to remember this (and as a graduating teaching so into the classroom with this mindset) when they are teaching because values are often overlooked because they are not explicit content, but rather more part of the "hidden curriculum". I think a lot of the values seen in students are the the reflection of the teachers values, because these are the values that the students see in their 'role model'. This is not always a positive thing and demonstrates the power teachers have in influencing their students, and the responsibility associated with it.

Below are just a few examples of how teachers can create opportunities to show students positive values within module 8.5;

• 8.5.1.3.2 - By giving students the task of discussing the current research around evolutionary relationships and the changing ideas and methods scientists, students can develop values about biology, others, and learning as a life long process. They also need to take responsibility for their own work, views, and contributions to the discussion.
• 8.5.2.3.4 - This is another example of how a class discussions can be used to develop the values of students. By engaging with materials and taking a side on the Huxley-Wilberforce debate on Darwin's theory of evolution students will develop their values of biology, leaning as a life long process, and how to construct arguments (and act) with integrity and purpose. 
• 8.5.2.3.1,2,3,& 5 - These are a series of first and second hand investigations. Participating in investigations as part of a team in an outdoor environment develops students values of themselves, others, and the environment, as well as responsibility for their work and contributions to the group. (This can also include 8.5.3.3.1,& 3 and 8.5.4.3.1)

For extra thought - values and science is now becoming a bit of chicken and egg thinking. Do our values shape how we do scientific work, or does our scientific thinking shape our values (as atheists try to propose). There is lots of stuff on youtube about this, depending on your point of view.