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EDUC7152
Teaching & Learning of Biology
Session 1
Your journey to be a
professional Biology
teacher
Outline of the Session
(1)
(2)
(3)
Getting to know each other
Introduction to the course and assignments
The Senior Secondary Biology Curriculum
(1) Getting to know each other
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10 minutes
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Find your groupmates:
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Find your groupmates
ê
Interview him/her the following questions
¨
¨
¨
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Chinese name, English name
His/her background
His/her reasons for wanting to be a biology teacher
Best ways of teaching and learning biology
3 minutes
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¨
Find another peer you’ve not spoken to and you
don’t know him/her. Interview him/her about
¤ Chinese name, English name
¤ His/her background
¤ His/her goals of teaching biology
¤ His/her expectations on this course
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Briefly introduce yourselves
Introduce the peers you met and
the information you got
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Dr Kennedy Chan
Teacher educator & researcher
BSc, MPhil (Plant Molecular Biology), PhD (science
education)
Research interest:
Teacher knowledge & expertise
PCK, FA, Professional noticing
Contact:
kennedyckh@gmail.com/ kennedyckh@hku.hk
Let’s work together
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1. Share more
ideas and your
thoughts.
2. Be willing to
take risks.
4. Embrace
3. Be critical silence and think
time
but not
judgmental.
General rules
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Attendance & punctuality
Aims of the course:
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CI-badged
https://www.youtube.com/watch?v
=tnKkAKTi3Zc&rel=0
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8 Sessions
Date
Content
1
Introduction
New Senior Secondary Biology Curriculum 1
2
New Senior Secondary Biology Curriculum 2
3
Interest promoting methods
4
Interest promoting methods
5
Misconceptions 1
6
Misconceptions 2
7
Innovative practical work
8
Presentation
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Assessment 1: Presentation (30%)
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Form a group of two or three, devise an interest
promoting activity in line with the session on ‘Interest
promoting methods in biology”.
¨
Present your task (during Session 8). On the day of
presentation, you need to submit your PPT document.
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Assessment 2: Misconception studies (50%)
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Choose a topic in New Senior Secondary Biology
Identify 3-5 common misconceptions and the reasons
for the misconceptions based on a review of the
literature
Address some of the chosen misconception in a double
lesson by planning a lesson plan
Suggest how the curriculum can be changed in light of
your analysis
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Assessment 3: Reflective Tasks
20%
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Students are required to complete several
preparatory tasks and exit reflection in each of
the 8 sessions
Prep task – google form (Complete ALL)
Exit Task – moodle forum (only 5 required)
(Select best 3 posts)
Assignment 3: Reflective Tasks
Initial ideas about
the issue
Your reflection on
the issue
Preparatory Task
ò
Session X
ò
Exit Slip
ò
Session X+1
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Preparatory Task
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Professional Readings
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Bishop, K., & Denley, P. (2007). Learning science teaching.
Maidenhead: Open University Press.
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Parkinson, J. (2004). Improving secondary science teaching. London:
RoutledgeFalmer.
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Reiss, M. J. (2011). Teaching secondary biology. London: Hodder
Education.
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Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN:
Solution Tree Press.
Additional professional readings including journal articles would be
distributed/recommended during the course.
Outline of the Session
(1)
(2)
(3)
Getting to know each other
Introduction to the course and assessment
The Senior Secondary Biology Curriculum
Have you ever seen these documents?
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1991 and 1992
2002
How about these?
2007
And these????
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2002
1991 and 1992
2007
2012
2013
Have you ever thought of the Q?
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When will you retire?
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Conclusion: At certain stage of your career,
you would need to teach a new syllabus
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You would need to know how to read and
interpret a new curriculum
What research tells,
Effective teachers need to have
Knowledge of Curriculum
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Understanding about the goals and objectives of the
subject(s) they are teaching
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Knowledge about the vertical curriculum and horizontal
curriculum in their subject(s)
Effective teachers need to have
Knowledge of Curriculum
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Understanding of the importance of the topics relative to
the curriculum as a whole.
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Identifying core concepts and eliminating aspects judged to
be peripheral to the targeted conceptual understandings.
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Effective teachers need to have
Knowledge of Curriculum
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Knowledge about the programs and materials that are
relevant
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Focus Today:
Senior Secondary Biology Curriculum
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Purpose of this session is to
•
Enhance your knowledge of the Senior Secondary
Biology curriculum
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Examine the content
of the Biology
curriculum
Discussion question:
¨ Is “curriculum” the same as “syllabus”? Why do you
think so?
YES
NO
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Response Cards
What is the use of this strategy?
¨
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Quickly survey student thinking
Prompt total participation
Traffic
Light
I understand
it!
I need some
support!
I don’t get it !
What is a curriculum ?
A curriculum is:
“[t]he planned and guided learning
experiences and intended learning
outcomes, formulated through the systematic
reconstruction of knowledge and experiences,
under the auspices (endorsement) of the school,
for the learners’ continuous and willful growth
in personal social competence.”
Tanner (1980, p.13)
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A curriculum:
“[u]sually contains a statement of aims and
specific objectives. It indicates some selection
and organization of content; it either implies or
manifests certain patterns of learning and
teaching… finally it includes a programme of
evaluation of the outcomes.” (Taba, 1962, p. 10).
4 basic components in a curriculum
(1) What are the intentions?
(2) What is the content?
(4) How is it assessed?
(3) What
methods are
used to deliver
it?
Before we continue,
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Let’s self-assess yourself in a scale of 5 (0 (no
understanding) to 5 (sound understanding))
1.
2.
3.
4.
How many of you have read the curriculum once?
What are the three overarching aims of the senior
biology curriculum?
What are the three inter-related strands in the senior
Biology curriculum framework?
Do you know what are the 8 design principles for the
NSS senior biology curriculum?
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(1)
Aims of the Biology curriculum
Do you know what are
the aims of the biology
curriculum?
Read the Data File …..
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Source 1
Education Reform
Proposal
Source 2
New Senior
Secondary (NSS)
Biology
Curriculum
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Underline keywords that encapsulate the
aims of the education reforms and the Biology
curriculum.
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Tell us the key
words you
identify in the
reform proposal
The Overall Aims of Education
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Tell us the key
words you identify in
the biology
curriculum
Biology Curriculum Aims
Do your aims of
teaching Biology cover
these domains?
50
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To what extent do your aims of teaching
biology differ from/match with these stated
aims in the curriculum?
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Do you agree with the aims/goals stated in the
reform documents/curriculum?
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Share your
views
Do you know the overarching aims of the curriculum?
— To provide biology-related learning experiences for students to
develop scientific literacy, so that they can participate actively
in our rapidly changing knowledge-based society,
— prepare for further studies or careers in the fields related to life
science and
— become life-long learners in science and technology (p.3)
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P.7 to P.8 10 design features (Source 4)
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http://334.edb.hkedcity.net/doc/eng/COS_SEN_report_print_0
60822_e1.pdf
http://cd1.edb.hkedcity.net/cd/cns/sscg_web/html/english/mai
n00.html
Do you know the curriculum framework?
(Source 3)
Three
interconnected
components:
Compulsory
and elective
parts
Learning Targets
Curriculum emphases
a. Learning Targets
b. Curriculum Emphases
Scientific
Inquiry (SI)
Nature of
Science
(NOS)
ScienceTechnologySocietyEnvironment
(STSE)
To highlight the features that can be applied
across the entire curriculum and serve to unify
the curriculum
Relevant design features
c. Compulsory Part and Elective Part
Compulsory Part
•
•
•
Cells and Molecules
of Life
• Human Physiology:
Regulation and Control
Genetics and
• Applied Ecology
Evolution
• Microorganisms and
Organisms and
DoHumans
you know WHY
have Core +
• we
Biotechnology
Elective?
Environment
•
Elective Part (2 out of 4)
Health and Diseases
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Task 3:
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Read Source 5 (HKCEE 2002) and Source 6
(HKDSE 2007), discuss in groups to identify
the differences in the two curricula
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In addition to compulsory part and elective part,
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Scientific Investigations
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Compulsory Part
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Elective Part
20 hrs
200 hrs
50 hrs
Total: 270 hrs
Relatively large-scale or cross-topic investigations
Differences:
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Time for investigation
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Re-organization of topic
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Increased (from 16 periods to 20 hours)
Essential topics in the core part
More difficult parts in the elective (e.g., regulation and
control)
More application
New content
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¤
Core: Health and Diseases
Electives: Biotechnology and Microorganisms
S2
S5
Photosynthesis Photosynthesis
Eyes
Sense organs
Core
Human Physiology
Elective
Human Physiology
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Spiral curriculum (Bruner, 1960)
n
n
Iterative revisiting of topics, subjects or themes
throughout the course.
not simply the repetition of a topic taught but the
deepening of it, with each successive encounter
building on the previous one.
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Summary
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