Assignments


 * Final summative assignment.**

Journal articles related to SASP impact: and another by James (moved from elsewhere on this site

Buddy up! You can support each other in the final assignment. Find a partner who you can easily keep in touch with. Proof read each other's assignments, try marking your partner's assignment using the marking grid. Not only will it help your partner to have the feedback but it will help you to focus on ensuring that your own assignment jumps through the hoops.

I've now attended the training for H level marking on the final assessment. There were some really useful discussions based on last years' SASP assignments. Below is a link to a PP presentation given to the East of England participants last year. There's a lot of it. We'll be going through an edited version in a session soon but do have a look through now. I've also condensed what I think are the most useful things that came up in discussion onto this sheet. Please use it.

Here are the exemplars. Use them! Background reading for assignments

If you want some papers that you can critically engage with, try these, on the use of PhET sims, from James' EofE wiki. Not who the authors are, where the references come from and the general tone.
 * [[file:PhET1.pdf]] || [[file:PhET2.pdf]] ||

Some suggested reading on pedagogical matters from the Reading Room on James de Winters' wiki. Lots of good studies and further reading suggested in Girls into Physics.
 * Some suggested reading (by no means an exhaustive or restrictive list)**

You might find this useful from Peter Campbell:

//Becoming a good forces teacher// School Science Review, Vol. 89 (328), pp. 77-83. Here you go! Another good article by Bob is here.
 * Kibble, R.**, 2008

Robin Millar's York University study analysing the effectiveness of practical work can be found here.

Good Practice in Science Teaching: What Research Has to Say

This is a bit heavy, but has some interesting articles and it's free and online. []

[] [] [] []
 * 25.10.10: Some new articles that have come my way from James.**



I cam across a couple of interesting references to metacognitive learning techniqies in altering students' alternative conceptions: Fencham, Gunstone and Whiteand Hartman may prove interesting as you consider the effectiveness of your teaching and learning models.

___

Compare how you introduce a topic in your specialist subject and a physics topic that you feel less sure about. Include in your discussion: 600-1000 words
 * Formative assignment 1**
 * 1) any differences in your approach and the response of pupils to the two topics
 * 2) reflections on what you might want to change about your teaching practice in the future //with reference to relevant research and literature//.

Final hand-in date Tuesday 2nd November.

Some tips: This assignment should draw upon your own experience, using your learning journal. It should be a reflective study, comparing your own experience with relevant research. It may have been a while since you wrote an academic study - although this is only a formative assignment it can help to inform your final, summative piece and will serve as valuable practice. I would suggest that you write as if writing for that final study in terms of formality, references and bibliography. Learn from the mistakes of your students and take the advice that you no doubt give them on timing and pace of work.

Take a look at the marking grid that I'll be using: I've made these observations based on the pieces that I've read so far. There are some links to style guides in that document - a useful guide can be found in this article