Friday, 27 May 2016

The language of Mathematics in Science





The Association for Science Education (ASE) is the largest subject association in the UK. As the professional body for all those involved in Science education from pre-school to higher education, the ASE provides a national network supported by a dedicated staff team. Members include teachers, technicians and advisers. The Association plays a significant role in promoting excellence in teaching and learning of science in schools and colleges. Working closely with the science professional bodies, industry and business, the ASE provides a UK-wide network bringing together individuals and organisations to share ideas and tackle challenges in science teaching. The ASE is an independent and open forum for debating science education, with unique benefits for members. It provides a unique range of services to promote high quality Science education by developing resources and fostering high quality Continuing Professional Development.

From these lines, I am very pleased to inform you that The Language of Mathematics in Science: A Guide for Teachers of 11-16 Science is now available to download from the ASE website http://www.ase.org.uk/resources/maths-in-science/ . The aim of this guide is to enable teachers, publishers, awarding bodies and others to achieve a common understanding of important terms and techniques related to the use of Mathematics in the Science curriculum for pupils aged 11-16.

This publication provides an overview of relevant ideas in Secondary school Mathematics and where they are used in Science. It aims to clarify terminology, and indicate where there may be problems in student understanding. The publication includes explanations of key ideas and terminology in Mathematics, guidance about good practice in applying mathematical ideas in Science, along with a glossary of terms.
The main part of the guide consists of ten chapters, organised around the "kinds of things we do in Science":

  1. Collecting data
  2. Doing calculations and representing values
  3. Choosing how to represent data
  4. Drawing charts and graphs
  5. Working with proportionality and ratio
  6. Dealing with variability
  7. Looking for relationships: line graphs
  8. Looking for relationships: batches and scatter graphs
  9. Scientific models and mathematical equations
  10. Mathematics in the real world

You can download the publication directly from here.

I would also like to take this opportunity to thank you for your active participation  in the CLIL seminar in Getxo and to remind you that I will let you know about  the new seminar sessions for 2016-2017 next September. Meanwhile, we will go on meeting through the diverse virtual learning spaces we share. 

Last but not least, let me wish you a very well-deserved summer break and remember that  “ rest is not idleness, and to lie sometimes on the grass under trees on a summer’s day, listening to the murmur of the water, or watching the clouds float across the sky, is by no means a waste of time.” (John Lubbock, The Use Of Life)

Monday, 9 May 2016

Developing thinking skills: what Socrates would say to Bloom


I do not know whether you have read a superb book that was awarded the Espasa Essay prize in 2003: "Lo que Sócrates diría a Woody Allen", by Juan Antonio Rivera. Each of the chapters of this book focuses on a film that arises an ethical issue/dilemma and the reader is offered several possibilities to make him/her take a stand on it.

Why am I  writing about this book today? We started our seminar sessions last October and it is time to reflect on the work we have carried out to contribute to develop the so-called "thinking skills" in our students. For instance, have we used the Socratic method  and exploited  its benefits by questioning our students to help them  develop their own understanding? Let me give you an example for a Geography class. 

Why are questions so important in teaching? 

Research  leaves no doubt that instruction which includes posing questions during lessons is more effective in producing achievement gains than instruction carried out without questioning students.

When we  think about the nature of our questions,  we also need to consider the purpose of those questions, that is, what are we trying to achieve in questioning students at any particular point in our teaching time?

There are a number of purposes in asking questions, among which I would highlight: 

  • to determine the level of knowledge students bring to the lesson to help activate prior learning
  • to encourage motivation through active, democratic participation in the classroom
  • to demonstrate  that we (teachers) have an interest in students' thoughts
  • to foster cooperative learning, by helping  students learn from one another
  • to help us (teachers) with classroom management since students get so involved with the task that behaviour issues are reduced significantly 
We cannot ignore the huge difference between "skinny" questions and "fat" questions, i.e. LOTS (Lower Order Thinking Skills) and HOTS (Higher Order Thinking Skills. The following video summarizes Bloom's everlasting theory  in a very visual  way:


Tomorrow I  will deepen on the use of  "fat" questions that stimulate critical thinking in our students  and I will show you some activity types that are bound to fulfill the same purpose of strengthening thinking skills. For an appetizer, click here to see an example on  a Technology lesson on  batteries.

Friday, 15 April 2016

eTwining projects which are great examples of CLIL developed by one of our CLIL seminar members


It is a true privilege to share several eTwinning projects in which one of our seminar members, Amaya Alonso Cabria,  has taken part and has achieved high standards of performance as you will see when you look into the projects.


"Los misterios del bosque"  was chosen among the 12 best projects in Europe and was awarded the European Quality Label in 2015.  The aim of the project is to let students know about the legends of different places and countries by following the forests paths. Really original, isn't it?  It is indeed impressive when you see that the teachers who take part in it are a Biology teacher from Barakaldo (Amaya Alonso), a Spanish teacher form Ukraine ( Olena Baluba) and a Spanish language and Literature teacher from Melilla ( José Antonio Sánchez)

Amaya is currently taking part in Science Timeline. This project is for 16-17-year-old students and the countries that are taking part in it are Italy and Spain (Basque Country, Antonio Trueba, Barakaldo).  The aim of this project is the study of the progress of Science in human History. Students from different countries are  working  together in order to research the scientific developments from the prehistoric times (discovery of fire, stone axes, etc) to current progresses (new materials, smart cars, artificial intelligence, etc). The pupils are going to create a timeline of Science in different formats (Power point, calaméo, thinglink, etc) in mixed teamworks. Then they are going to show their results in their own schools to spread the project. Besides, they are going to take into account more intensively the advances in Science made by different scientists or researchers from their countries.

Go, look in the mirror is another project developed by Amaya and another colleague from her school,  together with  other members from Ukraine, Melilla and Tunisia. The project is in English, Spanish and French. It is aimed at 12-16-year-old students and they research  about the basic emotions (fear, sadness, hatred, astonishment, disgust, anger) and the secondary ones (embarrassment, love, anxiety…), how they affect  teenagers and how  they are reflected in our cultures (traditions and different artistic expressions).

Amaya, our heartfelt congrats on having successfully demonstrated that languages are a  fantastic vehicle to develop projects related to very diverse areas and  cultures while developing students' basic competences such as the interpersonal competence or the ICT competence. 

Tuesday, 5 April 2016

The best eTwinning project in English 2016


 

Today I would like to write about an eTwinning project that has been awarded a "special category prize": the best project in  the area of teaching a curriculum subject through the medium of English. This prize  has been awarded to the project entitled AIMS Alternatives for Innovative Math Study"

AIMS is an eTwinning project involving 7 Secondary schools from Romania, France, Holland, Italy, Poland, Greece and Spain. 
I have chosen to write about this project because those of you who attend my CLIL seminar know I am a firm believer in the theory of Multiple Intelligences and  the participant teachers in this project use the MI theory to discover and develop each student's particular skills, needs and interests, differentiate and adapt the teaching methods to them. 

Besides, AIMS uses cooperative learning methods, which is not so common in Maths classes, fosters autonomous learning and promotes mutual respect, tolerance and understanding for students with different abilities.

Last but not least,  students who have taken part in this project   create their own learning materials for each type of MI  by using motivating ICT tools or modelling real-life situations so that mathematical contents become relevant for them.

Below you can find  an example of the use of mind maps, developed by the Greek team:

 

It is, indeed, an ideal project for our CLIL classes. It focuses on Maths and it aims  mainly at making 11-16-year-old students see the connection between Maths and real life but it covers many other subjects:  Design and Technology, European Studies, Foreign Languages, History, / ICT, Mathematics / Geometry, Natural Sciences, Physics. 

You can access the teaching guide below:


      


You can download the publication above in pdf format from here.
My heartfelt congratulations to the participants and my deepest gratitude for having shared their activites and outcomes  on the Twinspace and on their blog

Thursday, 17 March 2016

CLIL THROUGH VIDEO VIEWING (ii)








In this post, I would like to provide you with some video channels for different content areas.


Fran Gregorio Videos is dedicated to providing teachers and students a powerful new resource to combat student apathy. Here you will find dramatic, visually stunning video "trailers" in the Natural Sciences choreographed to powerful music, designed to motivate and inspire students at the beginning of a lesson to the wonders of Biology, Earth Science, Astronomy or Chemistry.


From mainly visual videos to visual and verbal videos, I would highlight Crash Course channel. Content areas are very diverse: Biology, Chemistry, Physics, Psychology, Economics, Philosophy, World History, and many more. 


A very useful channel around "eternal" questions is The School of Life. It mainly focuses on philosophical and ethical issues but some videos on figures from Universal Literature are really good too. I have chosen the following one on Leo Tolstoi for you to enjoy:





For specific content areas, look below at the list of channels I highly recommend:


Maths


History


Science



This was the second  post on video channels for CLIL classes and I am sure it will not be the last one because video channels are, no doubt,   ever-increasing on-line tools that will be very useful in the learning process of any content area in our classrooms. 


Wednesday, 24 February 2016

MARCH 8th 2016: INTERNATIONAL WOMEN'S DAY





The 2016 theme for International Women’s Day is “Planet 50-50 by 2030: Step It Up for Gender Equality”.
The United Nations observance on 8 March will reflect on how to accelerate the 2030 Agenda, building momentum for the effective implementation of the new Sustainable Development Goals. It will equally focus on new commitments under UN Women’s Step It Up initiative, and other existing commitments on gender equality,  women’s empowerment and women’s human rights.

How can we step it up? In my view, there are very simple and effective ways in which we can help our teenagers to build the emotional skills for healthy relationships based on equality, respect and trust. Allow me to contribute by sharing with you a  simple lesson plan that you can carry out based on The Hunger Games. 

I hope that by incorporating activities that foster  classroom discussion on the topic, you will succeed at  raising students' awareness of the fact that everyone has a role to play to make gender equality a true reality by 2030.


Wednesday, 17 February 2016

TEACHING LITERATURE TO ESL STUDENTS


Resultado de imagen de books literature in the classroom

2016 commemorates 400 years since the death of William Shakespeare; this special anniversary year is a truly unique opportunity to work on his work with our sudents. The British Council and the Royal Shakespeare Company have created this pack of resources to help teachers make students see how Shakespeare  was a writer who  still speaks for all people and nations, addressing big questions and themes about the human experience which have no deadline.

Besides, the British Council has launched a competition on Shakespeare for students of Secondary 4 which is worthwhile trying: students have a maximum of three minutes to act out a monologue  on any issue related to Shakespeare. Recordings should be sent between February 1st and March 14th. The prizes are really tempting so I hope you will take the chance.

Apart from encouraging you to commemorate  one of the greatest playwrights of all times, I would like to provide you with a series of questions you can use to start talking about Literature with your students. I suggest that you should use these questions to warm students up to the topic of books and literature.  Once you know what your students'  previous experience about Literature is, you can start introducing poems, short stories and novels or even try  a first approach to Shakespeare through a rap on Othello. The following video will demonstrate what I am saying:



If  you want your students to follow what they are saying, you can find the lyrics here.

Finally I would like to contribute to your Literature classes by sharing my favourite web resources on Literature for Secondary  students.  I hope they will be useful for your school contexts.