MODELLING
Model behaviour
Ed Walsh and Rebecca
Edwards discuss the
merits of a modelling
approach – because good
teaching is exploration
ear 10 pupils at The Beacon
Y
School in Surrey are developing
models as ways of exploring and
explaining their ideas. Working in
small groups they have a challenge
to meet: a process to represent.
For this group it is how to show
what happens when a mixture of liquids are heated and
the vapours then come in contact with a cold surface.
Here is the scene in the classroom.
One pupil asks: “What are these balls here for?”
another responds: “They represent particles of a
liquid...”
The dialogue continues:
“Okay. How can we show the different liquids
though?”
“Different coloured balls? Or maybe even better;
different sized ones.”
Confident in
“right. They have to evaporate. Shall we just lift
them up?”
“We could? Would they all rise up at once Balls up: The Beacon School students get
though?” hands-on as they use modelling to under-
“No. It doesn’t, does it? a liquid doesn’t just stand scientific processes
evaporate all at once?”
“Is it one liquid that evaporates first?” and what will happen when the particles meet the should be represented by smaller plastic balls tied effectiveness. Schemes of learning were reviewed and
Functional Skills?
To succeed, lots of things have to be going on. cold surface. together in pairs. They can then use a pencil to raise a greater variety of learning activities incorporated.
The students have had to decide how to represent the There have been some ideas, lots of questions and these up. One of the outcomes of this review was to identify
d
AD1614 EHP for Sec Ed:Layout 1 18/02/2010 10:39 Page 1
ifferent liquids, which liquid will evaporate first, a couple of false starts but they are getting there. They as well as the model they have to devise a and share good practice by building it in to plans. This
how they can show the movement of the particles, decide that the liquid with the lower boiling point commentary to go with it; the plenary of the lesson will reduced the variation between lessons and strengthened
consist of each group demonstrating their model and collaboration and a sense of shared enterprise within
as each group has had a different brief, everything will the team.
have to be explained. as well as incorporating them in lesson plans, staff
NEW HEA
There are a number of ways in which this is a were encouraged to use models in response to questions
highly effective teaching strategy and one which will arising in lessons and where additional explanations
support the pupils in progressing to higher levels of were needed. This developed a “toolkit” that teachers
understanding. There is a tremendous amount of group- could draw upon to respond to pupils’ needs and
talk taking place. interests.
=
DS
÷
To succeed, the pupils not only have to collaborate, Progress data, test results, observation outcomes,
but also to question each other, make suggestions, and pupils’ work were all measured in order to evaluate
31.03.10
decide which ideas to use, and present the model as success showing that pupils are more engaged with
something which works. lessons and therefore with the overall process of
They are building on what they have seen used learning.
elsewhere; the decision to use plastic balls for particles Lessons are seen as enjoyable as well as challenging
was a given. They are also having to compare their and pupils are significantly more likely to talk to each
model with what they have seen happen with real other about positive experiences that they have had
liquids and ask themselves whether what they have in lessons. Lessons are much more likely to be “high
£1,300
devised works. challenge – low stress” so that pupils feel more able to
It is not difficult to believe that the intensity and offer their own ideas and less worried about whether
effectiveness of this work is greater than many teachers they are “correct”.
could achieve by direct instruction. There is much Back in the classroom, another group of pupils
more decision-making going on, much more use of key is busy writing chemical symbols on balloons with
words by the pupils, and much more questioning. marker pens. They have devised a way of showing how
It is part of a wider diet of learning activities in a chemical reaction the atoms are rearranged, making
of course and the pupils are drawing on ideas and new materials from the same elements. It is not a quiet
demonstrations from the teacher as well as experiments lesson but it has got everyone’s attention.
If you’re in the first three years of acting or full headship
they have done. This article focuses on science, but modelling can be
in a state school, Early Headship Provision can give you:
This kind of lesson is not unusual at The Beacon a powerful learning and teaching tool in other subjects
School. Joint heads of science, Gemma Harrison and too. Models range from simple physical representations
•
A £1,300 grant to spend on developing your leadership skills
Kat Forrester, have made this an explicit focus of the to mathematical formulae and computer simulations
development of the science curriculum. and pupils of all ages and abilities will benefit from
•
Support to identify your unique needs and find the right
Ms Harrison emphasised the importance of the developing them. as with any new approach, it is best
questions that followed: “Pupils discuss why this was to start with what is manageable and develop from there
development options for you.
a good model, what they had learned from it, how as The Beacon School did. SecEd
it was unrealistic, and the ways in which it could be
But you must apply by 31 March 2010. It adds up doesn’t it.
improved. It’s easier for them to criticise a model like • Ed Walsh is a secondary senior advisor at The National
this than one that’s been produced by a teacher and Strategies and Rebecca Edwards is a curriculum advisor
presented as a definitive representation.” at the Qualifications and Curriculum Development
Certainly the questioning is a key part of the lesson. Agency.
6
1
4
A
D
1
after the models have been developed and shared,
pupils evaluate whether they are fit-for-purpose. The
Resources
emphasis becomes less “this is a good model”, and For a more detailed account of modelling at The
more “is this a good model?” and “how can we improve Beacon School, go to the What Works Well website at
Find out more or apply online at
this model?” – sometimes in the past models in science www.standards.dcsf.gov.uk/whatworkswell
were presented as being correct, in this school that is not The National Strategies website at www.standards.
www.nationalcollege.org.uk/ehpactnow
taken for granted. dcsf.gov.uk/nationalstrategies has a number of
Modelling is one of the key components of the resources:
Progressing to Level Six and Beyond project from the • For the aPP materials, search on “Science aPP”.
National Strategies and a number of schools have taken • For the Level 6 and Beyond materials, search for
a proactive role in developing this aspect. They often “progressing to Level 6 and beyond in science”.
find that it links to other features of effective teaching • Using models and modelling techniques develops
and learning in science, including group-talk and some of these ideas further and is available for
writing, as well as developing a key part of the How download (search using reference: 0699-2004G).
Science Works aspect in key stage 4 courses. • Guidance on lesson planning, including the
In its work on developing the use of models, the development of processes such as modelling in
science team at Beacon identified instances in which the framework for the teaching of science, is also
they used models in lessons and reflected on their available on this website.
16 SecEd • February 25 2010
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20