Event Details
Day 1: 13 October 2022
Start time: 13:00 BST
End time: 16:00 BST
Venue: Services For Education, Unit 3 Holt Court, Holt Street, Birmingham, B7 4AX
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£165.00
The science education community and beyond see practical work carried out by students as an essential feature of science education. This course will explore ways in which the effectiveness of teaching and learning strategy can be adopted for practical work to provide the cognitive challenge of linking observables to ideas.
14 in stock
Day 1: 13 October 2022
Start time: 13:00 BST
End time: 16:00 BST
Venue: Services For Education, Unit 3 Holt Court, Holt Street, Birmingham, B7 4AX
Practical work provides the opportunity for students to explore phenomena first hand however often whilst effective in getting students to do what is intended with physical objects, this can be less effective in getting them to use the intended scientific ideas to guide their actions and reflect upon the data they collect.
We will consider the two-domain model – where knowledge is involved and the learning demand so that students see an event or phenomenon or become able to manipulate a piece of equipment and tasks where the aim is that students develop an understanding of theoretical models that might account for what is observed.
Together we will review how by being helped to differentiate more clearly between tasks of relatively low learning demand and those where the learning demand is much higher, you will be able to identify those tasks where students might require greater levels of support in order that the intended learning might occur.
For more information contact us here.
Marsha firmly believes that a quality education is the basis for social mobility and has spent her extensive career working across the West Midlands conurbation catapulting the stunted ambitions of staff and students. Marsha has held several senior positions, most recently as a Deputy Headteacher transforming outcomes in one of the most deprived parts of the county.
Marsha is a specialist in The Principles of School Leadership, Safeguarding, STEM Education and Behaviour Management this is complimented by her interest in cognitive science, not only the application to schema but also its application to the wider, often hidden curriculum.
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Sandra Passmore – Former Adviser, Services For Education
Sandra has extensive experience in safeguarding, health and wellbeing and evidence based practice. She has worked nationally with key government departments (Departments of Health and Education) to help shape strategy and policy whilst still retaining the focus on working for the best outcomes for children and young people.
She has a PhD on the psychology of health related choices which has informed the development of award winning, evidence based programmes such as Health for Life in primary schools and Health for Life in nursery schools which have been proven to have a sustainable impact on improving the health and wellbeing of children and families.
Sandra led the development and delivery of the DSL (Designated Safeguarding Lead) training for SFE. She was pivotal in expanding the remit of the safeguarding work to also include issues such as domestic abuse and sexual violence and harassment within the education context.
Sandra’s passion for improving the lives of children has led her to develop work within Public Health and managed RCT (Randomised Control Trials) on the effectiveness of interventions such as the daily mile. Additionally, Sandra has written books for teachers and pupils as well as peer reviewed academic journal papers.