Assessment 1B- Critical Reflection

There were 2 main approaches to teaching science, which supported the lesson; we
conducted, through the topic of sounds sensational. These predominantly include the
discovery approach with minor aspects of the interactive approach. Our lesson strongly
reflected the discovery approach as the students undertook supported learning. Fleer,
Jane & Hardy (2007) highlights the investigation is owned by the teacher and
introduced to the children (p.78) occurring in our lesson. Having focused on the
engage phase where the intention is a rich experiential basis for children. It can be

Grace Leva 19/10/2015 3:46 PM

Comment [1]: The evaluation of teaching
experiences is paramount to ensuring that
students are supported adequately and
extensively. There are many widespread
strategies which can be utilised to provide
invaluable information regarding the teaching
itself, the content and approaches taken
amongst many other things. This is an
example of a critical reflection of a science
lesson which required us to work in groups
and teach our class as if they were students.
The reflection itself was formed with feedback
provided by both other students and my
lecturer as well as my own thoughts regarding
how the lesson went.

argued that such a basis is crucial for children before they can begin to analyse and
conceptualize the concepts being explored. (Fleer et al, 2007, p.81). Primary
connections (2009) states The Engage phase is designed to spark students interest,
stimulate their curiosity, raise questions for inquiry and elicit their existing beliefs about
the topic (p.viii). Through undertaking this lesson I was able to visually see what works
well, the aspects, which didnt go very well, consider the changes I would make and
determine what my own personal understandings as a future teacher are.

1. What worked effectively and how was this evident?

Our science lesson on the most part worked well in regards to our year group and 5E
level of engagement. The bulk reflected the discovery learning approach with aspects of
the interactive approach being supported with the interactive whiteboard. Prompting
interaction on a class level, where supporting current understandings enabled the
building of knowledge with individual needs supported. This would assist them toward
the next 5E stage. Consequently ensuring that we were able to begin with simple tasks
and gradually build understandings. Thus, students learnt from their peers as opposed
to relying solely on the teacher and the transmission approach. In addition, having
Marissa the microphone to initiate the topic provided some level of student control in

Grace Leva 19/10/2015 3:54 PM

Comment [2]: This is very much at the core
of why we undertake reflections, so that we
can evaluate the teaching itself, the
experiences of students, their learning and its
value. With eliciting this information we are
able to determine if the teaching and learning
strategies were supportive and engaging,
what changes need to be made in future and
if students actually learnt anything within the
lesson.

Grace Leva 19/10/2015 3:57 PM

Comment [3]: Determining the aspects of
the lesson which were received well and
effectively supported students learning in an
engaging way is made evident. Based on what
did work, we are able to find ways of
incorporating these in other areas of learning.

their learning. This initiated a learning journey which could be extended throughout the
course of the topic. Choosing to pursue this, a further integrated approach could
perhaps be adopted within other KLAs. One such example may be within English as
the children write in response to Marissa the microphone posing questions about what
they would like to learn. Very much like the interactive approach group work supported
the working scientifically skill of prediction implicitly as they embraced team work (Fleer
et al, 2007). This was further influenced through the use of open ended questions within
our last activity, as throughout the lesson there were continued opportunities for student
initiation at varying degrees. The conclusion of the lesson also drew it all together as the
chance to determine the focal point of the following lesson through their current
understandings and what interests them currently demonstrates where they are at. This
provided me with insight as comments such as "if a tree falls and no-one is there to hear
it, does it make a sound? and How is sound measured? have provided a
misconception which would be further explored over the next few lessons.

2. What aspects of the presentation were problematic?

Every lesson could be improved and this was also the case within our lesson, as
personally I feel as though I lost some control of what was happening within the
classroom. The excitement and anticipation particularly with the final activity seemed to
provide a tangent; they became so engaged within the exploration that the learning
became lost (Fleer et al, 2007). I did step in and attempt to put them back on the right
track whilst also exploring their sudden interest. As a future teacher I feel that it is
necessary for me to develop further flexibility in adapting the lesson whilst it is taking
place to receive optimal engagement. This is something which is in fact explored within
the discovery approach as purposeful roving is important in keeping student focus.
Additionally, the use of Wordle although a beneficial form of technology, I felt it became
rushed and did not undertake its role adequately. This led me to believe that a word wall

Grace Leva 19/10/2015 3:58 PM

Comment [4]: There is always something
which could be done better, and for this
reason determining what requires change and
why it was a problem ensures that the core of
the problem is overcome. As a result knowing
where such problems arise means we are able
to find ways to avoid these in the future.

alone may have been more beneficial to the learning of students. Alternatively, doing
this at the beginning of the lesson and leaving the word wall visible would allow the
children to demonstrate their initiative and continue to add to the wall throughout the
lesson. The natural progression of the topic through this would support their learning
holistically. Moreover, whilst there were opportunities for student leadership to take
place on an implicit level, a more explicit level would have proved further beneficial to
their group work. Allocating roles including a scribe for writing results, a manager to
collect and return all resources, a speaker to report findings back to the class and ask
questions as needed and an assistant to read instructions and ensure the group stays
on track would have further supported their learning. Explaining these roles would
provide further opportunities for initiative and responsibility. This would result in a more
organised, student directed and hands on lesson.

3. How could I approach the task differently next time?

In future science lessons a much more interactive approach would be adopted. In
addition, the lesson would be slowed down to provide a focus on introducing students to
relevant terminology. Using such terms during discussions would increase their
vocabulary within science and its understandings. Through choosing to do this cutting
down on the number of activities and providing a chance for exploration and the
gathering of ideas based on research would support the interactive approach to
teaching science. Ideally such an approach recognized as the interactive approach, is
seen as the most successful. Thus, changing small aspects of our lesson would enable
us to still support the science, however shift to the students complete control as
opposed to our discovery approach. Moreover, specifically encouraging children to
research their own questions and teaching these to their peers in small groups would
encourage an array of learning across the topic. (Fleer et al, 2007) Thus, I would take a

Grace Leva 19/10/2015 3:59 PM

Comment [5]: Reflecting on the changes
which could be made is also important, it
ensures that the task is able to evolve and
grow and therefore adapt to the students,
their learning, abilities and intelligences

step back and endeavor to take a role as a co- learner as opposed to directing the
learning.

4. What were some of the key learnings from this experience for me?
I have been able to note through Lee (2000) the concept of science as it is her
perceived as empirical in that it relies on observation and experience demonstrated
through the learning of these students (p.2). This experience has supported my
understandings of the 4 predominant approaches to teaching science together with
clarifying the 5E instructional model. I have learnt not only about my own personal
teaching method, however I have moved to understand the way in which I can improve
this and become a better science teacher. Additionally I have also learnt about the
interactive model approach and its ideal outcomes within the classroom setting (Fleer et
al, 2007). Further research has enabled me to see the instructional model and the
theories which reflect this model of teaching, offering a chance for me to draw
comparisons to our lesson. Merrill (2002) states the most effective learning products or
environments are those that are problem centered (p.44). Consequently, ensuring
children progress through 4 distinctive stages of learning inclusive of prior
understandings, representing skills, applying the skills and seeing the way these reflect
the real world.
In conclusion, I have enjoyed the learning experience from my perspective and the
engagement of the students. I endeavor to continue my own professional learning
journey.

Grace Leva 19/10/2015 4:01 PM

Comment [6]: As a teacher, there is always
learning to be done. Each day the students
learn and so too does the teacher, it is
reflecting on and understanding that you do
not know everything that we are always
learning which makes the teacher a real
person someone who is able to learn from the
problems and recognises them actually make
changes.

Reference list

Australian Academy of Science (2009). Sounds Sensational: primary Connections.

Australian Academy of Science: Canberra.

Feinburg, J. (2013). Wordle. Retrieved March 7, 2014, from

http://www.wordle.net/create

Fleer, M., Jane, B. and Hardy, T. (2007). Science for children: developing a personal

approach to teaching (3rd ed.). Frenchs Forest, NSW: Pearson.

Lee, Jeffrey A. (2000). Chapter One-Introduction. The Scientific Endeavor: A primer on

scientific principles and practice. (p.1-10) San Francisco, Addison Wesley
Longman.

Merrill, M. D. (2002). First principles of instruction. Educational Technology, Research

and Development 50(3), 43-59.

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