What people should work on in the future?

Responses

What people should work on in the future?
How to implement CASE in a more cost effective way. Admittedly it was a decade or so ago when I implemented it in a previous department but it was £1000s of CPD at the time which is not sustainable. Alastair Gittner
Anything CASE related but gain evidence and not just data, to do this gather qualitative information, anecdotes, videos, model lessons. This type of evidence more readily fits with the virtual world and the debate on pedagogy. Demonstrate the impact using the right evidence for the right people. It may be useful to work on the applications of CASE as much as the research. Carolyn Yates
I think the network should take the original materials and integrate into it more approriate contexts and more engaging activities, In light of the prescriptive leadership issue it might be useful to develop a template for cognitive acceleration with a justification for this. The activities in CASE lessons should prompt dialogue and the support for dialogue and effective group work should not be wholly reliant on the teacher. Tim Jolliff
On what Michael Shayer calls the ‘Primus inter pares’ approach to PD. Ian Mclachlan
Those with an interest. Christine Harrison
We need to be clear amongst ourselves about whether our goal is to continue to prove CASE has an effect and is therefore right or are we helping children to adopt specific reasoning patterns or are we aimed at improving children’s general reasoning. Being clear about which is of most interest to the network would shape its future.
The current CASE lesson contexts need to be more engaging and a better fit with the current curriculum. They need to engage, be open and exploratory in nature and not appear to be aimed at a an end point.There are areas missing, for example data handling. How many of the CASE lessons require students to seek a pattern in data.? This is definitely needed at GCSE Science level. Do we teach how to find patterns? Or is there an underlying assumption that students have the skills to do this? We are emphatic about taking accurate measurements, reading to one or two decimal places, but to see a pattern one has to round up or round down figures to let the underlying pattern show. Ultimately graph drawing and line of best fit may reveal a pattern. but we often challenge students to find the initial pattern from the data alone. An abstract ( formal ) skill, which underpins several lessons….( load lift ratio, porportionality, pressure, compound variables. My MAIN point being. Is there an assumption made with the Thinking Science tasks that students know how to find underlying mathematical patterns in data. ? Should some CAME lessons be incorporated into CASE?

My maths colleague offered to run a small project with yr 7 who are doing excel work , next term. we may try to generate some data , probably in Biology and physics, then give it to him to explore how to seek patterns… starting with data before exploring further graphically. Our aim: to see how many yr 7 students have the skill, can learn the skill? It will be exploratory , to see if there is something in it worth investigating further, more deeply.
Are there any CAME lessons which would support this?

Is there a subtle difference between concepts and skills developed in CASE.?
Are some lessons focused more on potential misconceptions than others.?
Can we identify the CASE ‘way of thinking’ and repeat phrases , so they become embedded thinking routes.?
The initial variables values and relationships lessons, are almost skills of science investigation – How Science works.
Other lessons tackle preconceptions – early understanding of universally agreed science conceptions. Developing a full understanding of these concepts is a journey which may not /cannot be completed in one lesson. They may be relevant to all three science disciplines (given one accepts such a schism in classification). If met with the same approach in each subject this would bridge from CASE.
To be effective Staff in a school would need to sit down and identify where the concepts occur and how they may present an identifiable link between them for the students to grasp the connection and apply across disciplines. Guidance and support may be needed.

Anecdote
In one project, a group of teachers worked on identifying cognitive conflict (preconceptions being challenged) in the GCSE curriculum. They then thought of activities to use to move the students along the journey to the agreed conception
Challenges included: transmission of electricity with step up and step down transformers.
Multi variable effects
Modelling in genetics
Explaining avogadro’s number ( A level?)
What ever they chose.
The end result was not pure CASE. The gains were the teachers talked a lot about the CASE methodology as they developed their lessons and built a CASE approach to teaching into their lessons.: experiential learning, problem solving, challenging thinking, questioning, metacognitive reflection. Students feedback was universally positive. Teachers felt that conceptual understanding improved ( subjective and prone to bias)

Ways of thinking and reasoning apply outside science. Is there scope to use CASE like approaches with for example PSHSE where situations and problems are tied in with stages of development (for example the problems of centration in some young people) or where the problems require reasoning around multi variable situations. Kate Donegan

Refresh of some activities and direct curriculum mapping ( e.g, lets think science at ks3 did this well and needs a reboot). Ks2 curr mapping also. Extension to ks4. Julia Jenkins

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