The phases of a Let’s Think through science! 8 & 9 activity

Using the Detailed Guidelines
The Detailed Guidelines provided in Chapter 6 (pages 15-61) are not intended to be
prescriptive. Each activity will be different and you will often need to make changes to your
own plan in response to the way the activity 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 activity your own.
Remember that ‘getting to the end of the activity’ 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 5). Then concentrate on ensuring that the pupils:
• are challenged (see the section on Cognitive conflict, page 3);
• are given the opportunity for group and class discussion (see Social construction, page 3);
• have time to reflect on their own learning (see Metacognition, page 3): 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 activity (see page 5). 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 activity
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.
Concrete preparation
In a Let’s Think through Science! 8 &
9 activity 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! 8 & 9 activity 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 need 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 activity, this might lead
to the exploration of new problems and a new cycle of group work, whole-class social
construction and metacognition.