Friday 28 April 2017

Science teaching in elementary/primary schools

Any effective curriculum will require coverage of the physical, biological, plant and environmental sciences.

With the little ones it is likely that their imaginations will be fired up by a lot of observational experiences of living creatures plants, insects, spiders (arachnology), birds, reptiles, mice, rats, and domestic animals. Two essential pieces of equipment are the magnifying glass and the magnified lid bug catcher.  Looking and describing.  A lot of chat about patterns on say insect bodies, spider bodies, the internals of flowers and so on.  The microscope doesn't go amiss as soon as the children are able to manage it.

Formal assessment at this level and at middle primary level and even senior primary level are in my view irrelevant.  It is all about working through the prescribed syllabus learning outcomes for each year level, if that is how the syllabus is constructed, so that when secondary school comes along the students have a fertile grounding for more formal studies.

On the student reports to parents there is an explanation of what has been covered over the reporting period. No student is behind as they are all having the same learning experiences.  Of course during the learning experiences the teachers will be questioning to ensure that generally the class members are cottoning on or getting it if you will.

This approach will be a big call in Australia where students in years 3, 5, 7 and 9 face the annual government required compulsory NAPLAN (National Assessment Program-Literacy and Numeracy) tests. Science Literacy is also tested as part of the NAP over a a three year cycle using sample assessments. For example, in 2015 a sample of year 6 students was tested online.  The good news is that the test items are now tending to be based on the science syllabus of the relatively new Australian National Curriculum.  Brave and innovative Australian primary school principals would manage the above informal approach for science despite NAP Science literacy compulsory testing.

At primary school level why have some syllabus areas quarantined to the above sort of informal approach?  The prime reason is to enable a more formal approach to be adopted in the English language literacy skills and in mathematical skills. In these vital areas each student would be required to master the prescribed learning outcomes before moving to new learning that required such mastery of these prerequisites. I have written much on this in a small, practical book about what makes an effective school and live in fond hope of publishing this online in the not too distant future. I include IT literacy and would you believe Physical and Health Education in the bracket of formally tackled syllabus areas.

May the Force for innovation be with you!

GD







Saturday 22 April 2017

Science labs in primary/elementary schools?

Science is an exciting subject but sometimes a little daunting for the generalist classroom primary/elementary school teachers.  In Australia some primary schools are dedicating a classroom to being a science lab.  This enables the teachers to have access to more resources.

Is this an effective use of learning space?  What do others think?  Is it widespread in the USA?


May the Force be with you!


GD

Monday 10 April 2017

Compulsory testing for first year entrants to formal schooling

Some time ago I penned a post opposing this.  I am thrilled today to read that the following groups have come out in serious opposition to this Australian Federal Government trial of compulsory phonics testing:


  • 20 academics for four Western Australian universities;
  • The Australian Government Primary Principals Association; and
  • The deputy Executive Director of the Association of Independent Schools of Western Australia.

(Source:  Hiatt Bethany, "Academics reject test on phonics", The West Australian, 11 April, 2017, p14)

I gave my reasons in my previous post and which was a copy of a protest email to Simon Birmingham the Federal Minister for Education.  I received a reply largely explaining what I already knew.

As a Principal I would know that my teachers of these new school entrants would be diagnosing the children's English language skills when they entered school and on the basis of this diagnosis set the plans for moving the children forward.  Some new entrants will have comprehensive English language skills others will not.  Teachers know what to do, although one has to think that the Federal government has minimal confidence in the professional skills of Australia's teachers.

May the Force be with you!


GD

Wednesday 5 April 2017

Decided to reopen this blog as missing it already

Back again.  Can't help myself.  I say again that I just loved being a career school educator especially my time as a Principal.

Watch this space.

May the Force be with you!


GD