Modifying Strategic Learning & Development initiatives: changing objectives and educational goals
In a classroom setting, Gail, a science specialist teacher, has been demonstrating effective strategies for teaching observation skills to students. Utilizing resources from the Science Learning Hub, her approach involves structured scaffolding, student engagement with real-world phenomena, and reflective practice.
Modeling observation skills is a key strategy Gail employs. She demonstrates careful looking and verbalizes her thought process, showing students what to notice and how to record observations systematically. To encourage students to move beyond superficial descriptions, she asks scaffolded questions such as "What do you see? What do you notice that others might miss?"
Gail's teaching methods are not limited to textbooks. She integrates hands-on and visual resources, such as interactive images, videos, and real-life science contexts, to help students practice observing diverse scientific phenomena actively. By having students share and discuss observations in pairs or groups, they learn to articulate and refine their thinking based on evidence, moving towards evidence-based explanations.
Regularly embedding observation tasks in lessons helps build students’ attention and skills over time. Gail encourages students to reflect on what they observed, how they observed it, and why those skills are important, strengthening their learning.
One example of Gail's teaching approach can be seen in the "Observing earthworms" activity. Initially, students watched a YouTube clip called "Whodunnit?" and answered questions about the importance of being good at observation. In the second observation, students used tools such as hand lenses, rulers, and the earthworms brochure to make more scientific observations due to their increased knowledge about earthworms.
The class also watched the SLH video clip "Physical adaptations for life underground" and used the interactives Earthworms: inside and outside. Students drew and labelled an earthworm and recorded their observations on an observation worksheet designed by Gail. Sharing observations helps students become more aware of what can be found by careful observation and draws attention to things that might have been missed.
This research project, conducted over one term, aimed to investigate how teachers used Science Learning Hub resources for science teaching. The focus of the research brief is on Gail, who adapted the "Observing earthworms" activity to emphasize the skills of observation rather than earthworm characteristics.
Observation is crucial to a scientist's work, and observation comes in many forms. Providing time for observation and learning how to use observation aids like hand lenses and measuring instruments can enhance the quality of observation. Gail was not satisfied with the observation worksheet and changed it for her other science classes to have fewer categories.
In conclusion, Gail's approach aligns with best practices for scaffolding scientific thinking, emphasizing that observation is not just seeing but also interpreting and reasoning about evidence. Her use of Science Learning Hub resources supports these strategies by providing rich stimuli and interactive tools that engage students and make observation tangible and meaningful.
[1][3] Links to other observation activities can be found at the bottom of the article.
Science education and self-development are key elements in Gail's teaching methods, as she focuses on learning through observation skills. By demonstrating careful looking, verbalizing her thought process, and integrating hands-on and visual resources, she encourages students to move beyond superficial descriptions and strive for evidence-based explanations.
