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School-Self Evaluation Teaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for

literacy, numeracy and any other area of teaching & learning.

Integrating ICT eAssessments & ePortfolios – Mahara, Google Apps for Education... ePlanning & Collaboration – Google Apps for Education..... Tablet Technology Integration – Effective use, pedagogy...... Virtual Learning Environments (VLEs) – Google Classroom, Edmodo SSE – On-line tools for gathering, collating & analysing relevant data Visual - Visualisers, Animoto, Wordle, Tagxedo, Photo-story.... Auditory – Audacity, Vocaroo, Audioboo...... Reading comprehension – Freerice, Studystack, Quizlet...... Kinaesthetic – Tarzia, Cube Creator......

Subjects /Programmes & Generic Support Health & Wellbeing – PE, SPHE, mental health, anti-bullying and promoting the welfare & protection of students Junior & Leaving Certificate subject support & planning JCSP, TY, LCA & LCVP programme support School planning (policies) Co-operative learning ICT for teaching & learning Differentiation/mixed ability teaching

PDST Websites

www.pdst.ie pdsttechnologyineducation.ie scoilnet.ie (portal for resources) teachercpd.ie (on-line courses) ollscoil.net (ITE student awards)

PDST Leadership Programmes

Misneach.....New Principals Tánaiste.......New Deputy Principals Tóraíocht.....Aspiring Leaders accredited by Maynooth University Forbairt .......Experienced Principals & ALNs Spreagadh...NAPD & PDST collaboration

Overview of PDST Post-Primary Supports for Leading Learning in the 21st Century

www.pdst.ie/schoolsupport

Models of support: whole staff days (circular 002/2014), Croke Park hours, subject departments/groups of teachers/co-ordinators (circular 0043/2014) It is essential to fill out the on-line application form @ www.pdst/schoolsupport in order for your application to be considered

Numeracy SSE & strategies for

implementing problem solving, estimation, a

common approach to maths language and a numeracy

rich environment across the curriculum.

Assessment for Learning (AfL)

Learning outcomes/context of learning/success criteria;

effective feedback; questioning; Bloom’s

Taxonomy; self and peer-assessment strategies

e.g. rubrics.

Gaeilge Tacaíocht do mhúineadh &

foghlaim na Gaeilge, Féinmheastóireacht Scoile

chomh maith le tacaíocht lán Gaeilge a sholáthar do

scoileanna san airneál lán ghaelach agus Ghaeltachta .

Literacy SSE & strategies for

improving oral language, writing,

reading comprehension, and the use of broadcast /digital media across the curriculum.

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Junior Science School Support

Coursework B

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Points to Note:

1. The title of the experiment needs to be carefully examined and discussed to avoid misinterpretation.

2. Vague reporting of the investigation will receive very little marks.

3. Graphing is a skill pupils will need to develop and improve if they are to attain full marks in the reporting section.

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Own Investigation

• If carrying out an ‘own investigation’ the marks that are allocated as per marking scheme are doubled for each section.

• Greater detail is required in answering e.g. if it states in the general marking scheme you need to identify 5 pieces of equipment, in the ‘own investigation’ you will need 10 etc.

• It is not advised that an entire class group carries out the same ‘own investigation’.

• If the ‘own investigation’ resembles any of the previous coursework B titles it must be significantly developed

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• Investigate and compare the effects of pH on the catalytic effect of the enzyme catalase, found in (a) celery and (b) animal liver, on the rate of breakdown of hydrogen peroxide.

Marking Scheme

Introduction to the Investigation

This is not supposed to be the title repeated. It must be a clear & specific statement. Marks will be lost if statement is vague!

A search engine is not enough e.g. www.google.com or Wikipedia. Pupils need to name a specific website, book & author. Etc.

Preparation and planning (20 marks)

(NOTE: At ordinary level pupils are only required to list 5 variables, 2 compulsory and 3 others)

Preparation and planning (20 marks)

While the marking scheme requires pupils to list 5 pieces of equipment it would be advisable for them to include as many as possible.

A task is anything you have to do to set up and carry out the investigation to completion.

Procedure, Apparatus, Safety, Data Collection/Observations (20 marks)

Safety = Nothing general e.g. follow lab. Rules, listen to the teachers, or that there was no safety requirements. Procedure = Step by step list of what they did to carry out the investigation. Pupils will also received marks if a diagram illustrates a point that is not stated in the list.

Procedure, Apparatus, Safety, Data Collection/Observations (20 marks)

A data set requires a minimum of 2 data points

Analysis (20 marks)

Limited = Reference made to only 1 data set Good = Incomplete reference made to 2 data sets (graphs not plotted correctly, calculations incorrect etc.) Excellent = Reference made to 2 data sets and 2 data points, graphs plotted correctly (scale, axis etc.) and calculations correct.

Analysis (20 marks)

Limited = Incomplete reference made about 1 data set Good = Incomplete reference made to 2 data sets or just 1 data set done well. Excellent = Accurate conclusion about 2 data sets

Comments Higher Level (10 marks)

Comments Ordinary Level (10 marks)

Limited = 1 comment/refinement/extension that is unqualified Good = 2 incomplete comments/refinements/extensions that are unqualified or 1 comment/refinement/extension that is qualified Excellent = 2 complete comments/refinements/extension that are qualified

Questioning in Coursework B!

Developing better student inquiry through effective questioning

Questioning:

In class very few questions are planned questions and as a result, are often low level questions. In fact, when analysed, only around 20% of questions actually require any thinking from learners…..

(David Spendlove, Putting Assessment for Learning into Practice 2009)

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Wait - Time

• Allow three to five seconds of wait time after

asking a question before requesting a

student's response

• Encourage students to respond in some way

to each question asked

• Use WAIT TIME

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Stems for richer questions:

• How can we be sure that ...?

• What is the same and what is different about …?

• Is it ever/always true/false that …?

• Why do ____, ____ and ____ all give the same answer?

• How do you ….?

• How would you explain …?

• What does that tell us about …?

• What is wrong with …?

• Why is _____ true?

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Investigate and compare the quantitative effects of changing (a)

wavelength of illumination and (b) either intensity or duration of illumination on the phototropic

growth response of recently germinated plant shoots/seedlings.

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Think / Pair / Share

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Questions to assess prior knowledge

1. What do you already know about

phototropism?

2. What are the parts of a seedling called?

3. What do seedlings need to grow?

4. Where would you find additional

information?

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Questions to plan and prepare activity

1. What are you asked to vary and what must be kept constant?

2. What are you going to measure and how are you going to measure it?

3. Why must you keep xxxx constant?

4. How will you decide what seeds to grow?

5. Where will you carry out the activity?

6. Draw a diagram of the proposed set up.

7. Who will do what job?

8. How will you display your data?

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Questions to prompt thinking

1. How will you measure phototropic growth

response?

2. How will you vary the wavelength of illumination ?

3. How will you vary the intensity or duration of

illumination?

4. What materials will you use?

5. Could you predict the result?

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Investigate and compare the quantitative effects of changing (a) metal types and

(b) fruit/vegetable type on the emf (voltage) produced across two different metals, when the electrolytes take the

form of fruits and/or vegetables

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Think / Pair / Share

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Questions to assess prior knowledge

1. What do you already know about

electricity?

2. How does current flow?

3. How is voltage measured and in what units?

4. Where would you find additional

information?

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Questions to plan and prepare activity

1. What are you asked to vary and what must be kept

constant?

2. What are you going to measure and how are you going to

measure it?

3. Why must you keep xxxx constant?

4. How will you decide what metals and fruits/vegetables to

use?

5. Draw a diagram of the proposed set up.

6. Who will do what job?

7. Where will you carry out the activity?

8. How will you display your data?

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Questions to prompt thinking

1. How will you measure voltage?

2. What materials will you use?

3. Could you predict the result?

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Investigate and compare the quantitative effects of changing (a)

material type and (b) material thickness on the level of sound

insulation provided by a range of materials

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Think / Pair / Share

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Questions to assess prior knowledge

1. What do you already know about sound?

2. How does sound travel?

3. What do you notice as you approach the sound source?

4. What damage could loud sound do to you?

5. How can you protect against loud sound?

6. Where would you find additional information?

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Questions to plan and prepare activity

1. What are you asked to vary and what must be kept

constant?

2. What are you going to measure and how are you going to

measure it?

3. Why must you keep xxxx constant?

4. How will you decide what material is a good sound

insulator?

5. Draw a diagram of the proposed set up.

6. Who will do what job?

7. Where will you carry out the activity?

8. How will you display your data?

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Questions to prompt thinking

1. How will you measure loudness of sound?

2. What sound source will you use?

3. What materials will you use?

4. How will you vary the thickness of the materials?

5. How will you reduce background noise?

6. Could you predict the result?