When is the programme used?

It is suggested that each activity should take the place of an hour-long science lesson. If one Let’s Think through Science! activity is taught every two weeks, there is time within the school year to complete the whole programme. If you prefer, however, you can follow the example of those schools who teach topics over a two-year cycle: it is clear that some topics lend themselves to more lessons than others. If your class is in the eight to nine years age group when these topics are taught (Year 4 in England and Wales; P5 in Scotland), the lessons are still relevant and can further develop pupils’ thinking.

How should the pupils be grouped?

Let’s Think through Science! is designed for use with all the pupils in a class, working in separate groups of four, at times during the lesson. The pupils within each group should be

mixed according to ability, gender, ethnicity and personality. Sometimes the pupils are required to work with a partner so it is helpful if they are divided into pairs within each group.

The aim is to make these groups into genuine mini-discussion groups. Avoid seeing the groups simply as four pupils working separately at the same table; view each child as one individual contributing to the whole. The pupils should be encouraged to listen to each group member, making eye contact where possible. They may need help in respecting each opinion and contribution while at the same time recognising that not every idea will be agreed upon and used to solve the particular challenge. Acceptable ways of rejecting ideas may need to be taught, explained and tried out. When the pupils embark on the main activities they will then be more ready to collaborate, and to verbalise and be challenged on their reasoning.

Groups for the introductory activities

Choosing the groups within your class is very important to the future success of the programme. At the beginning of the term, as you get to know the pupils, various combinations can be tried in different groups.

As mentioned earlier, two short but challenging activities are provided for you to use during the first few weeks; see Activity A: Money Matters (page 18) and Activity B: Painted Doors (page 20). These introductory activities should help you to decide on the groupings for your class. As the pupils work on these activities, you are establishing rules for working together and helping them to deal with situations where some need extra support.

Groups for the main activities

Once you begin to use the main activities, it is recommended that the pupils are not shifted from group to group. Pupils generally pick up negative messages if they are moved around, so this should be avoided as much as possible. Difficulties within a group can be addressed, often with the teacher’s help, so that pupils can work at resolving problems. This may be difficult in the short term, but is beneficial to long-term emotional maturity and healthy interpersonal relationships.

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