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Learn more, teach less

Discussion in 'Science' started by liz318, May 2, 2019.

  1. liz318

    liz318 New commenter


    Are any of you really effectively managing this approach at KS3? I am hoping to revolutionise science delivery in my school and move to a point where the students are developing their learning skills and lessons support this (instead of delivering / teaching the info).

    Would really appreciate any ideas / examples of how this is being carried out successfully. My thoughts initially are that students are given scaffolding to carry out the learning before the lesson (instead of homework) and then lesson time used to reinforce / practice / share...

    Any ideas of how best to assess this?

    I look forward to hearing your ideas and hope to be able to reciprocate and share my ideas too

    TheNaturalScientist likes this.
  2. The_Count

    The_Count New commenter

    Good luck with this.

    First realise that flipped learning has been around for a while and really there are no meaningful studies that show it works any better than conventional teaching - done well, it does no harm though.

    Also bear in mind that this is a technique usually employed with older students. Are your pupils really going to have time to do the background study before the lesson that you want? How will you know? What will you do if they don't?

    Recognise that no-one anytime soon is going to "revolutionise science delivery."

    Direct instruction is a powerful technique that done well and judiciously will help cut down on the misconceptions and errors that your students make - flipping lessons, done incorrectly, removes the most important person from the process - the expert teacher. So be careful!
    phlogiston, ScienceGuy and blazer like this.
  3. TheNaturalScientist

    TheNaturalScientist New commenter

    Hi. Interesting question.

    Flipped learning has its place but is definitely not a fix all and should be used selectively. For example, I would be happy to flip a lesson on the similarities and differences between animal and plant cells, where information gathering is key, paving the way for a classroom activity, but I definitely would not do so for a tricky to understand concept such as diffusion. That said, it would be possible to set homework on the concept of a solution (assuming students had studied this in the past) in advance of a lesson that introduces diffusion.

    It is great that you prioritise development of the learning skills of your students. It is certainly the driving force at the heart of all of my lessons (I have been teaching Biology for the past 22 years). I have recently begun to publish some of my lessons on TES. Do download and take a look at my FREE lesson on DNA Structure, a lesson designed to develop the very learning and thinking skills you are after. It includes an interactive notebook, integrated and animated PowerPoint slides as well as detailed teacher's notes. This lesson would be suitable for your Year 9 students. At the very least, it will give you many ideas of how to successfully engage students in interesting lessons, where the majority of their time is spent engaged in genuine learning and thinking activities, whilst recognising the crucial role of their teacher as facilitator.

    Here is the link:


    Good luck!

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