How should the classroom be arranged?

It is helpful for the class discussion if the tables can be arranged in such a way that the pupils are able to make as much eye contact as possible, both with those pupils in their own group and with their classmates in other groups. This encourages them to challenge and question each other rather than being tempted to ‘talk through the teacher’.

The phases of a Let’s Think through Science! lesson

Using the Detailed Guidelines

The Detailed Guidelines  are not intended to be prescriptive. Each lesson will be different and you will often need to make changes to your own plan in response to the way the lesson is developing. Where possible, the Guidelines provide some approximate timings for each phase, but you may find that the actual time spent varies widely.

Follow the structure of each activity, whilst at the same time making the lesson your own. Remember that ‘getting to the end of the lesson’, is not the main focus. Begin by establishing what the activity is about and what the pupils already know about the topic (see Concrete preparation, page 11). Then concentrate on ensuring that the pupils:

  • are challenged (see the section on Cognitive conflict, page 11);
  • are given the opportunity for group and class discussion (see Social construction, page 11);
  • have time to reflect on their own learning (metacognition)  if time is running out, it is important to stop the group activity and make time for this.

You should also include Bridging within the lesson (see page 6). Ensure that the pupils make appropriate links, both forward to areas in which they might be able to use similar thinking in the future and back to other work that they have done in the past.

If the pupils have engaged with the activity and are working well in their groups, you may be tempted to let the lesson run on beyond the allotted hour. Try to avoid this temptation so that the class can benefit more fully from all aspects of the programme.

In a Let’s Think through Science! lesson you will find yourself moving back and forth between whole-class and small-group discussions. The ‘concrete preparation’ phase is normally a whole-class session, in which you establish what today’s activity is about, introducing any new words, and generally ‘setting the scene’. Try not to prolong the concrete preparation phase unduly. It is the part of the Let’s Think through Science! lesson that is most like ‘normal’ teaching, and there may be a temptation to hang on to the relative familiarity of this mode.

Cognitive conflict and social construction

In the next phase, you will probably want the pupils to move into groups of four to work on the activity. Walk round the classroom and observe the pupils as they work. Occasionally pose a question; challenge those groups that think they have completed the task; monitor as far as possible the quality of the discussion and the inclusion of every individual. Remember that your principal role at this stage is that of ‘listener’.

At any time you may ask for the attention of the whole class and suggest that one or two groups share their findings or any questions or disagreements that have arisen: you will certainly need to do so towards the end of this phase. The purpose here is not to reach a resolution, but to spread the challenges as widely as possible and maximise the process of social construction. Listen attentively to the pupils’ findings, but make little comment — and certainly no evaluation. Where there are differences between groups, ask each to explain and justify their position more fully, and ask other groups to enter the discussion. Sometimes it is a matter of ‘different ways of saying the same thing’, but there may be genuine differences.

Remember that your aim here is to maximise the cognitive conflict and social construction, not to drive the pupils towards a ‘right’ answer.

Metacognition

After some time working on the problem and developing ideas, you should try to generate some metacognition. Encourage the pupils to think back to the problems they encountered and how they overcame them. Depending on how you choose to direct the lesson, this might lead to the exploration of new problems, and a new cycle of group work, whole-class social construction and metacognition.

License

Let's Think through Science 7-8 and 8-9 Copyright © by Lets Think Community. All Rights Reserved.

Share This Book