UAS: teaching in schools
Penny Gowland
Sir Peter Mansfield Magnetic Resonance
Centre
School of Physics and Astronomy
University of Nottingham
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How it fits into our degree
Selecting schools and students
Activities undertaken
Assessment
Impact on staff
How it fits into the degree
• Communicating Science 10
credit module
– (120 credits per year)
• Only taken by B.Sc. Students
– M.Sci. fourth year taught by
student centred learning- same
transferable skills
• Replaces half of the third year
project lab
– They take second semester lab
taken by some ‘Physics with-’
students
Selecting Students and Schools
Selecting students
• Original plan: 6 students (9 this year)
• Good record of handing in coursework on
time
• Application form
– Statement judged on previous initiative shown
– We are here to offer opportunities
• I’d prefer drawing lots
• CRB check
• 50% at end of second year
– (2ii borderline)
– Weaker students will need to concentrate on
their studies
Selecting students
• Original plan: 6 students (9 this year)
• Good record of handing in coursework on
time
• Application form
– Statement judged on previous initiative shown
– We are here to offer opportunities
• I’d prefer drawing lots
• CRB check
• 50% at end of second year
– (2ii borderline)
– Weaker students will need to concentrate on
their studies
Finding schools
• Widening participation unit
• Previous contacts (work experience!)
• Cold calling
– Be confident
• Phone at a sensible time (many teachers do
not use email)
• Try to speak directly to teacher and not leave
a message
• Do not give them a chance to phone you
back.. Offer to go in straight away
Types of schools used
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Primary
Comprehensive
? CTC
Sixth form college (+ secondary
school)
• ? Museum
• So far we have not attempted to
‘select’ schools
– Widening participation remit
– Benefits of variety
• One school has asked for £400
Departments used
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Physics (A’ level)
Science (< GCSE)
Maths (primary)
? Other (primary)
– Art- light and colour
– Music –sound
– History
• ? Other (sixth form)
– Biology- biophysics, physiology, medical
– Chemistry
Typical activities
Observation
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2 weeks
A variety of teachers, sets and ages
Active targets set
Talk to students about learning
– Why do you like physics?
– What is it like at University?
• Different teaching approaches
• Student briefed in advance on topic of lesson
Teaching assistant
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6 weeks
Helping with set problems
Helping with practical work
‘Mucking in’
Hotspots
Hotspots
• Take 10 minutes of lesson
• Presentation (ppt) on broader application of
topic of interest
• Practical demonstration using equipment
from University
– Would like at least one practical activity from
them during the term
• Talk on University life/ applications etc
• Talk on careers
Hotspot
Special project
• 1 week (near Christmas)
• Take ~ 1 lesson using novel methods to
communicate or teach physics or physics
ideas
– Angles
– Bridge building competition
– Light theatre
Special project (primary)
• Model race track
used to teach angle
• Extended to teaching
algebra
• Modified as it
became clear it was
too difficult
Special project (primary)
Special Project (Secondary)
• Bridge building competition
• Module on forces
• Special-needs team won
Special Project (secondary)
• Using school theatre to investigate light and
colour
• ‘Sound and light’ show
• Accompanying work book
Other activities
• Visit to university
– Linked to IoP Physics Centre lectures
• Competitions
– Physics Olympiad
• Model aeroplane club
• Help with A’level options
Assessment
Assessment: Diary
• Akin to Lab Diary, recording all activities,
preparation and observations
• Brief outline of planned lesson and learning
objectives
• General description of lesson
• Student’s targets and outcomes
• Notes on teacher’s methods
• Deliberate mistakes
• Description of student’s activities
Assessment: Diary targets
• Maths and practical work in physics
• Qualitative targets
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Do pupils know their multiplication tables?
How long does it take class to settle down?
Do pupils convert x to muliple +?
Do the class wander around?
What is ratio of boys to girls in different sets/ages
How are pupils who do well rewarded if at all
Is it raining?
What fraction of the class will ask questions?
What is fraction of time spent on group teaching
compared to individual work?
– What fraction of students use units?
Diary- secondary
My rôle
Lesson contents
General obs. and teaching methods
Lesson breakdown
Diary
I left this class because the
teacher was attempting to
determine if they were working
to level 5, which I could not
help with
As most of the class seemed
to know what they were doing,
I asked them about the
experimental design
Diary
Targets
My rôle
Oral presentation
• Previous remit: discuss any aspect of module
– Learning styles
– Disruptive children
– Maths in physics
• Now: Detailed description of special project
– aims/targets, learning outcomes
– underlying science
• explanation of main concepts at a variety of ages
• common misconceptions
• activities typically used
– teaching methods and reasoning,
• materials used, safety
– Analysis of reception based on outcome measures.
• Hardcopy of slides
Essay/ report < 3000 words
• Summary (~100 words- for UAS)
– What did you gain from the experience?
– Did the experience help you to make up your
mind about teaching
– Did you increase your transferable skills
– How did this module differ from other modules on
offer and what made you choose it?
Essay/ report
• Introduction
– General information about school, classes and
topics with which you worked
– Previous relevant experience
• Detailed description of your own activities
– Week by week diary summary
– Hotspots and special project briefly
Essay/ report
• General teaching and learning of science at
school for topic(s) you were involved with
– underlying science
– evolution of syllabus across ages
– common misconceptions
– activities typically used in this area
– teaching methods and activities observed and
participated in. Safety issues
– Targets, and progress in acquisition of and
development of skills.
Essay/ report
• Conclusion
– How the module helped you achieve your
learning objectives
Impact on staff
Staff requirements
• Contacts and visits to schools
– 2.5 hours per student in first year with school
– 20 minutes per student in second year with school
– My own teaching load did not allow me to visit
students in schools
• Training
– 6 hours initially
– 2 hours at week 5 on Powerpoint
– 10 mins of tutorials at 3 and 8 weeks per student
• Module documentation
– 2 weeks in first year
– 2 days subsequently
Staff requirements- assessment
• 30 minutes per student for presentation
• 1.5 hours per student for marking report
• 1 hours per student for marking diary
• Double marking
Staff requirements
• Administration of students (secretarial)
– Handling applications
– Handling CRB
– Contacting students for school visits
• CRB checks (Widening participation unit)
Benefits for University Staff
• ‘Teaching is learning twice’
– Review of my own teaching methods
• Working with a new group of professionals
• Knowledge of the dreadful working
conditions of most teachers
– Prep areas are DREARY, DIRTY and UNTIDY
Conclusion
Mistakes not to make
• Do not ask a teacher to phone you back
• Do not contact a teacher by email
• Do not promise any student a place until you
have their exam results and you have a
placement school
• Organize CRB checks before the end of
exams
• Do not accept Microsoft files electronically off
students
Mistakes not to make
• Do not ask a teacher to phone you back
• Do not contact a teacher by email
• Do not promise any student a place until you
have their exam results and you have a
placement school
• Organize CRB checks before the end of
exams
• Do not accept Microsoft files electronically off
students