Greta Dromgool
Location I live in rural Waikato, New Zealand, Aotearoa.
Activity
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Greta Dromgool made a comment
I think food, and food as medicine is such a complex topic. So many historical ideas about food have been discounted, and now more recently been shown to have some value. Some of this is to do with scientific understanding, other times this can be part of the impact of colonisation. I think we also need to remember that it’s not just food - what might have...
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Greta Dromgool made a comment
Foods I eat now that have historically been considered medicines must be wide ranging as different cultures will have utilised these foods in different ways. One that stands out to me is black pepper. I think of it as an partner to salt for many dishes. I like imagining the origins of the food I now eat.
In Aotearoa, New Zealand Māori, the indigenous peoples... -
My experiences are mixed. Sometimes things seem to work, sometimes they don’t.
Regarding comfort food - I probably have a couple of categories. Food for when I am unwell - I admit to jelly and ice cream for a sore throat (childhood connection to being in hospital and being cared for). Other food is if I’m feeling a bit miserable and want to wallow - so...
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Greta Dromgool made a comment
Thank you to everyone who has shared examples- it’s been fascinating to read. I also have used lemons, honey and ginger. Garlic also.
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Greta Dromgool made a comment
In Aotearoa, New Zealand we have Medisafe which is under the Ministry of Health. I find this dichotomous approach to foods/drugs interesting and imagine it’s probably not that helpful to consumers!
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Greta Dromgool made a comment
Just keen to grow my understanding in this area.
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It can also refer to whitebait (juvenile fish).
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Greta Dromgool made a comment
English- includes the same vowels but they are used differently.
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Greta Dromgool made a comment
I want to be respectful of my students and colleagues.
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Greta Dromgool made a comment
I prefer the extra column, it'd be great to always include families in this way. I think an issue will be making sure I get timely feedback from students to know if they are ready to move on or need more practise.
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Greta Dromgool made a comment
I think the framework is relevant- but as always it needs to be used flexibly. I think families can support all steps.
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Greta Dromgool made a comment
Our Senior leadership team works to provide consistent messaging to families and structures for classroom teachers to adapt.
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Greta Dromgool made a comment
3 expectations
Have a go
Ask for help
Support each otherI think it is so important to acknowledge the diversity of home situations our students will be learning in. Some will have a lot of parental support, others none.
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Greta Dromgool made a comment
I don't really get direct feedback - just via classroom teachers. I think one of the simplest issues that have had a negative impact on students' learning is access - for example - I have made mistakes where I have assumed a child can access a certain link and it doesn't work or it's changed. I have also been a parent trying to help my sons when this happens...
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Greta Dromgool made a comment
We are looking at energy - so a mix of connecting and revising prior knowledge and linking these to the big idea of energy changing.
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Greta Dromgool made a comment
Kia ora koutou,
I am only teaching part time - I have a teacher support role at my school.
I found my stars to be: providing flexibility in the work offered to students (this might be extension options or activities that don't require internet) and keeping it simple. My wish (2!) is to learn what has worked well for others and what the research says is... -
Greta Dromgool made a comment
I couldn't work out how to link to the comment so I have just copied it here:
Govind Pandey
11 DEC
As is rightly said ... Chemistry is under represented.How about ...
All material in the Universe is made of very small particles. Particles are waves, and waves are representation of energy.So ... all material (visible or not) are energy and...
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Greta Dromgool made a comment
I'd add to the Big Ideas About Science that science is creative, that many cultures have contributed to science knowledge, and that science ideas change with evidence.
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Greta Dromgool made a comment
This is a good exercise to do as a mind map. I like the idea of starting this way then using the PCK template to order the concepts.
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Greta Dromgool made a comment
Biology: Observing mitosis under the microscope.
1. Preparing specimen
2. Setting up/Focusing microscope
3. Reading the magnification used -
Greta Dromgool made a comment
I agree with the comments below about resolution.
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Greta Dromgool made a comment
Some great answers below. I want to do more data sharing within and between classes.
I can see how being really clear about the LO helps to establish which parts of a practical are important for students to do and which parts can be skipped/shared/prepared earlier. -
Greta Dromgool made a comment
I think there maybe some sort of static electricity involved? Makes me want to know which I think is the point!
I like really simple activities that can be repeated by students. tissue paper in a glass submerged upside-down in water, the sort of thing that makes student go huh? -
Greta Dromgool made a comment
I got the last one incorrect - thinking it was pattern seeking. It was good to have the explanation provided. I would still challenge this as if students are provided with what to test then they could be looking for patterns?
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Greta Dromgool made a comment
Challenges include: time limitations, organisational requirements of gear/consumables, teacher confidence, clear connections to learning.
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Greta Dromgool made a comment
Teaching scientific inquiry principles - This helps students to understand what scientists do, improving science literacy.
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Greta Dromgool made a comment
Both are valid comments. Quote 1 reminds of the importance of thoughtfully selecting practical experiences that support the learning we are wanting to achieve.
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Greta Dromgool made a comment
Iv'e really enjoyed having a closer look at what is included in Schemes of Learning and how the templates are set up. I've found the resources that have been shared very useful. I'd like to see some best practise examples.
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Greta Dromgool made a comment
8 Talking about science in everyday life: A very simple activity could be students selecting an image and then taking this home to brainstorm with their family where the science is. An example could be a skateboard, farm, ballerina.
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Greta Dromgool made a comment
For me it is: Who students know (people involved in science).
I spend time with a new class asking about the other areas and I will add this to my questions. I have asked if they know a scientist or someone you uses science in their job and that was a good conversation starter. -
Greta Dromgool made a comment
I think a lack of diversity in how science is represented is a big issue and I currently work to challenge this. I think I will actively include specific examples of where science can lead after seeing these results.
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Greta Dromgool made a comment
I really like how this framework supports me to think deeply about what, why and how I will teach concepts. I find the flow of questions not quite right for me, but I look forward to adapting it.
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Greta Dromgool made a comment
Really interesting to see others templates. I have definitely taken ideas that I will use to improve my own.
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Greta Dromgool made a comment
Scheme 2: This appears to be a lesson plan rather than a scheme? Maybe I have a different understanding of scheme but I would want to see how this fits in with the rest of the lessons so I had an overview.
I really like that they have explicitly identified the strategies used.
I don't think that there is enough time allocated for the different activities -... -
Greta Dromgool made a comment
In: Science concept/s to be covered and an overview of the progression for developing this conceptual understanding, Opportunities for students to share their current understanding, Key learning experiences that support learning of science concepts/skills/attitudes. Inclusive
Out: I think that this depends a lot on the educators utilising the scheme. I can't... -
Greta Dromgool made a comment
I see a scheme of learning as being a supportive document to the learning we want to see happening in our classrooms. It outlines what learning is valued and offers ideas about the opportunities for learning and feedback that we can provide.
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Greta Dromgool made a comment
Stars- good range of concepts covered. Lots of practical opportunities
Wish - more explicit about teaching investigations -
Greta Dromgool made a comment
Tēnā koutou, joining a little late but keen to check my current understanding and see what else I need to be thinking about when planning.
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Greta Dromgool made a comment
Tēnā koutou, I'm Greta, I've been a secondary science teacher and have recently completed my early childhood training, as well as working for Waikato University supporting teachers. I think learning is fascination, I love being involved in it as well as helping to create space for others to learn. Because of my background I would define learning as a...
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Greta Dromgool made a comment
The development of How Science Works (HSW)
I think this is important because it provides a framework for understanding how and why we do science. To be able to function effectively as a scientifically literate citizen students’ need to be able to critique different types of knowledge.Experiential Learning - Test out own ideas
This is important on a... -
Greta Dromgool made a comment
My key take away is the amazing value of hearing what others teachers are doing and their ideas.. Thank you for sharing everyone - lots of inspiration.
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Greta Dromgool made a comment
This is such a good way to use a concept cartoon - you then get to hear the prior knowledge and alternative conceptions children have.
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Greta Dromgool made a comment
This was interesting to listen to, I liked hearing another teachers reflections and the mentors suggestions. I have also found groups of 3 to be optimal, but this can make having enough equipment sets a challenge.
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Greta Dromgool made a comment
I have tried using roles. I find with older students I am trying to develop a range of skills and so I aim for them to all be recording and communicating.
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I certainly have experienced challenges with behaviour and practical lessons. i find it can be when I don't know the students well enough and may go too slowly or quickly. I find a shared time where we all gather around and discuss the expectations and the outcomes helpful.
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Greta Dromgool made a comment
I have used a similar way to resource science in classrooms. An example that worked well was when the schools was investigating water and each team of classes have a resource box that included simple equipment to do 3-4 experiments or activities with their teacher. Having it within a team of teachers meant they were more likely to leave in a good condition.
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Greta Dromgool made a comment
I was able to work with a small group of students we called science technicians who would help managing the science resources and would get to do some extra hands-on experiments as an incentive. They seemed to love it. We had 1-2 students from each class so that the classroom teachers had a student or two that they could ask for help from.
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I love the idea of revisiting experiences. In my early days teaching I tried to do too much in every lesson, I now feel more confident to stay with or revisit a concept or skill. This can also help with managing resources as you can reuse what you have.
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I too worry that some science practicals can be a risk to students. I think what has helped me is to be able to talk over the risks with another teacher or to have resources and processes that can help to identify and reduce risks.
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Greta Dromgool made a comment
Barriers to practical work include
- lack of knowledge about the role of practical work in science
- cost of resourcing
-time to plan a prepare and clean up from practical experiences
- managing practical activities with large classes in a small space
- uncertainty about safety requirementsIdeas to help:
-In our community a group has set up a not for... -
Greta Dromgool made a comment
When learning about elements I tried to source as many real touchable examples as possible. This provided opportunities for students to practice their observation skills, ask questions and challenge misconceptions. The test tube containing oxygen gas was a good one as students told me there was nothing there, and I could ask how do we know?
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The real heart initiated the most learning in this video. As mentioned by the teacher, the real heart provided motivation and engagement. It also enabled students to test their ideas/answer their own questions and allowed students to engage multiple senses. I would argue that students benefit from being shown a range of images, diagrams and models, and that an...
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Greta Dromgool made a comment
I was fortunate to be teaching science in an intermediate school, so all of my lessons have at least some practical component, with classroom teachers provided support as well. Practical experiences depended on what was being taught in the classroom, but included things like investigating different sources and ways to transform energy, observing cells and...
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One example of teaching science practically I have experienced is doing heart dissections. During the session I observed curiosity and wonder, students generating and testing many questions and still wanting to know more. The important moments for me though was when students made connections to themselves and their own lives. For example one boy spoke about...
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Greta Dromgool made a comment
Kia ora koutou,
My name is Greta. I have taught secondary and intermediate science in New Zealand, Aotearoa and I am an enthusiastic supporter of science in primary classrooms. My own experiences of science in primary school was minimal, I remember learning about the "cabbage community/ecosystem" - two years in a row! However I did have a mother who was...