Nick Falk

Graduate trainee Any guidance from teachers who have mentored a GT would be really useful. I have just started the mentoring process with an ICT trainee. All I have to go on is a few sheets of paper.

Hi Keith I was wondering what was happenning to the olympics project. You will recall my suggestions for the science input which were part of the presentation made in Brussels last February. I am still hoping to work with David Faure from the Biology department on something bichemical for the project. Nick

We seem to have moved away from the necessity and relevance of coursework in examined subject and now has some focus on experimental work as a vehicle for effective learning and understanding of scientific concepts. How to maximise the benefits of experimental work has been a challenge since the introduction of Nuffield Science Courses in the 1960’s. Then learning by doing was the recommended approach. This from our perspective now, was destined to fail. Courageous steps were taken by the educational pioneers but much appeared to be done without a real understanding of the nature of learning. In the 1980’s just prior to the introduction of the National Curriculum the emphasis became process rather than content. This was an interesting idea that understanding could be achieved independent of a knowledge core. The National Curriculum for Science addressed this imbalance but resulted in the content being excessive and the process element requiring the implementation of almost impossible assessment mechanisms. Process became divorced from content. We now live with this legacy. In the end our priority is to help students become proficient, scientifically aware citizens. Examination success may be a measure of this?????????

I think that part of the success of a message board in aiding student learning is the sense of ownership. Initially a board set up by the teacher is useful for training and guidance in the use of the resource but encouraging students take more control appears to have benefits. I have involved students in the moderation of two boards I am running with ICT groups (A level and GCSE). The one showing the most promise now has little administrative input form myself.

This is fairly active and is the shared board for chemistry students http://users.cgiforme.com/dawb/cfmboard.html It is run by David Bateman from my partner school in the UK This is one of the ICT boards http://ictsupport.proboards24.com/ Nick http://www.science-active.co.uk

This posting also appears in the science area Over the last few months I have been experimenting with forums as a learning tool with chemistry and ICT students. The intention of the former was quite ambitious. Two classes of students from two UK schools were encouraged the exchange thoughts on specific chemistry concepts. The introductory phase involved the individual classes working within their own password protected forum. The intention after this was to extend the opportunity to other selected schools across Europe. Too ambitious - probably ………….. The other two forums are for my school/classes use only. It is too early to draw any firm conclusions from this other than ICT students are more inclined to contribute …… the nature of the subject perhaps!

I have had quite a lot of experience with Digital Brain (mentioned in another posting) which had some good points. The main difficulties were allowing students to upload and download files from their space on the DB server. The firewall was a problem for some applications. Providing DB with student data was also a headache. We are now looking at Capita (who produce SIMS) so integration of data shouild be relatively simple. It appears to offer much the same functionality as DB. Hope this helps

Still in the pipline although the idea of a school radio station is on the development plan for next year. I am hoping that the media and music departments will pick up the challenge. I'll keep you posted

Over the last few months I have been experimenting with forums as a learning tool with chemistry and ICT students. The intention of the former was quite ambitious. Two classes of students from two UK schools were encouraged the exchange thoughts on specific chemistry concepts. The introductory phase involved the individual classes working within their own password protected forum. The intention after this was to extend the opportunity to other selected schools across Europe. Too ambitious - probably ………….. The other two forums are for my school/classes use only. It is too early to draw any firm conclusions from this other than ICT students are more inclined to contribute …… the nature of the subject perhaps!

Great to see that you are continuing to produce great resources for science education.

I am pleased you cleared that one up. Time is a real problem. Dedication is one thing but a proper life balance is essential. I'm not sure I have found it yet.

Before I get carried away talking about educators v teachers ......... What do you mean by 'mean-spirited'?

I do remember the time when to be allocated a trainee teacher was a welcome bonus in a less serious time. Being not much older than the trainnees at that time made the experience positive but not very concrete. I now by necessity (and probably maturity) make a better job of helping student teachers in mastering the craft of teaching and learning. I also note the dedication of my fellow colleagues in ensuring that the experiences for the trainee teacher are as valuable as possible. The amount of support given far exceeds that of twenty years ago. It is probably one of the best times to undertake teacher training in school.

Hot Potatoes is great and I have been using the software for a number of years. An additional product again produced by a teacher is Question Tools. This is free and downloadable from www.questiontools.com A bit more complex to use initially but if you've got the hang of Hot Potatoes you will be OK. Doesn't quite cover the same ground so it is a useful addition. It comes with an editor if you feel more adventurous and want to produce your own look to the pages produced. Also on the way is the ability to record individual students' marks on the server. This was at the beta stage the last time I looked.

Inspiration 7 30 day trial available from http://www.inspiration.com/ Question tools URL is in John Simkin's posting

Getting back to practicalities. I have spent sometime thinking this evening about a suitable chemistry investigation for year 11 that can be easily assessed and that meets the grade criteria. Remember - if it is too creative it's hard to mark. No real learning here please!

Christine Flash is a powerful tool but not available in all school due to cost. I encourage students to use PowerPoint as an animation tool. Have a look at this one produced by an A level chemistry student. http://www.btinternet.com/~n.j.f/Y7science...istry/index.htm Another favourite piece of sofware of mine that allows students to construct their own knowledge is Inspiration (and Kidspiration). Question Tools is a great piece of free software for the creation of self marking quizzes and tests. It is a bit like hot potatoes. Download it from questiontools.com and get your students to create tests to match the learning objectives.

The use of Internet radio as I see it is: 1. Students can access pre-recorded audio programmes at any time in or out of school. Whether this is accompanied by set work/research tasks is down to the course designer. 2. As with many learning experience the creation of material is the most beneficial experience. The programme is devised and recorded as an MP3 file. The file can then be uploaded to the school webspace (capacity not being a problem?) or sent to a remote server that will stream the file continually. The cost of this service is about £60 a year. Slightly more expensive services allow you more control over timing. Reference to comment about connection. Broadband in schools has improved access and data transfer speed but there are still times when things go wrong. Have a backup plan.

It always seemed obvious to me that ICT was a tool when I was Head of Year. I used as admin tool for record keeping etc. and as a chemistry teacher it was to aid and extend understanding. Since my rebirth as the school ICT co-ordinator/Head of ICT I do feel that I spend too much time teaching the use of Microsoft applications with insufficient emphasis on creative use of the software.

Has anyone had their students using software like Crocodile Chemistry to generate experimental data for use in investigation work? I have tried it for a neutralisation investigation. An interesting experience!

There is always the chemistry community at the EUN Virtual School. http://vs.eun.org/eun.org2/eun/en/vs-Chemi....cfm?id_area=63 Chemistry teachers are a reserved bunch - they don't always like to share!!!!!

VLE - Virtual Learning Environment. The one we were using can be found at http://www.digitalbrain.com This is not a recommendation or a condemnation

Interactive whiteboards are great but it takes a lot to beat a laptop and a projector. The big downside - carrying books, laptop and projector. Guaranteed to have some physical consequence but for those of who are always moving from room to room an education asset.

Sorry to disturb the discussion on the merits of various DVD players but the pressure at the moment seem to be for schools to purchase a VLE. Having had a year with Digital Brain - I can make some observations but these can wait until tomorrow. It is getting late and to quote the mp3 I have just listened to - tonight the bottle let me down. Not really relevant but a nice tune

I did use Flash - just a beginner but improving