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>> 1.6 Teaching physics for deeper understanding

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Description

This activity followed directly on from the success of a previous activity Teaching chemistry for deeper understanding and was being run for the second time in 2009 with a focus on the integration of ICT into the pedagogy used by teachers of physics. Within the context of the Federal Government's Digital Education Revolution this course contained a significant focus on teacher professional development in using ICT and increasing the use of ICT in the classroom. The activity included a university short course, action learning and reflective discussion groups, support from online mentoring and workplace coaching. Having completed the course teachers increased and deepened their knowledge of:

  • new cutting edge areas of physics

  • conceptual development of big physics ideas in a contextual framework

  • pedagogical content knowledge (application of general pedagogy to physics teaching)

  • ICT applications available to enhance student learning in the classroom.

  • approaches that challenge more able physics students

    • and skills in:
  • the use of the range of technologies available for use in the classroom e.g. data loggers, podcasts, video editing.

  • software applications designed to enhance student understanding of physics concepts.

    • As a result of the project, participants increaseed and deepened their application of this knowledge of and skills in the teaching of physics in Stage 6 classes and become more involved in a network of physics teachers. The activity was managed by a designated officer who took responsibility for meeting the professional needs of teachers participating in the activity. A component of the project was a twenty four hour short course provided by a university.

    Contacts

    Gary Carey
    email: gary.carey@ceo.syd.catholic.edu.au
    Ph 02 9772 7032
    Fax 02 9550 0052
    Sector: CEC     		    


    Outcomes

    Through participation in an AGQTP project, teachers will have strengthened the currency and depth of their learning area knowledge and understandings.

    Through participation in an AGQTP project, teachers will have engaged productively in collegial networks that extend and support knowledge and skills.

    Access

    Targeted Catholic Education Commission schools/teachers.

    Design

    The professional learning strategy for this activity includes:


    This project is closely aligned to:

    1. Towards 2010, Sydney Catholic Schools Strategic Leadership and Management Plan 2006/2010

      2. * Key Area 2 - Students and Their Learning
      Strategic Intent Statement - 2.2 Students who are challenged to achieve academic excellence.
      Key Performance Indicator - 2.2.4 Increased numbers of students attaining Band 6 level performance.
      * Key Area 3 - Pedagogy Strategic Intent Statement - 3.2 Pedagogy that is inclusive, innovative and effective
      Key Performance Indicator - 3.2.4 Improvement in the teaching of science.
    2. Catholic Education Office, Learning Framework Discussion Paper


    3. The recent emphasis of the Australian Government on enhancing the teaching of science as a post school tertiary option.


    Evaluations received from the participants of the chemistry courses conducted in both 2005 and 2006 have been very positive and used to inform the development of this new course.

    Implementation

    The implementation of this project involved two parallel phases. Participants engageed in a short course provided by a university over a 4 month period. During this time and for a further period of time they were involved in discussion groups (both face-to face and online), mentoring (in person and online) and workplace coaching.
    The implementation of the activity was supported by the designated project officer and the academic partner.

    Delivery

    Workplace learning, online learning, mentoring and workshops/course.

    Timeline

    By June 2009:

  • 26 hour short course delivered by a university

  • Discussion groups meet at least 3 times

  • Extensive use of the internet to research major advances in our understandings in Physics and the contributions of a range of scientists

  • Online mentoring established and in place

  • Experience in the use of a range of technologies in the physics laboratory e.g. data loggers, podcasts, video editing.

  • Experience in the use of a range of online physics resources and simulations

  • Workplace coaching commenced

  • Evaluation process developed and in place

  • Progress report submitted in June.

    • By December 2009:
  • Participant portfolios submitted, commented upon and returned

  • Use of a range of technologies in the classroom and evaluation of their impact on student learning e.g. data loggers, podcasts, video editing.

  • Use of a range of online physics resources and simulations in the in the classroom and evaluation of their impact on student learning

  • Mentoring completed

  • Discussion groups completed

  • Workplace coaching finalised

  • Evaluation completed

  • Annual report submitted in December.

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