At the moment I’m up in Auckland at Scicon (the national secondary science teachers’ conference. There’ve been some great presentations, including a lovely on on bioluminescence by fellow sciblogger Siouxsie Wiles (did you know that our very own NZ glow worms mate for hours & then die of exhaustion? Or that 4500 people die oftuberculosis every day? Yes, there really is a link to bioluminescence there.). I gave mine this morning & could then focus on enjoying everything else that’s going on.
My talk was about the ‘flip teaching’ idea that I wasintroduced to by Kevin Gould, & which I’ve written about previously. Actually it wasn’t really a talk, as I simply gave a bit of background & a summary of some of the recent research, & then asked participants to do the activity themselves. At which point everyone got involved & the chatter started – & it was hard to get them to stop at the end! But we managed a show-&-tell & some great discussion before our time was up.
One of the things people really picked up on was something I really hadn’t thought much about: using it to underpin development of students’ writing skills. That’s in addition to conceptualising, discussing & drawing their organism: there are also things like annotating that diagram, & writing descriptive paragraphs about the various ideas they’ve used. Really integrated learning!
And there’s also the issue of creativity – exercises like this are an excellent way to show students that science can be creative, & that this creative side is an important part of ‘doing’. science :-)