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Information about p20051220_Airey

Published on October 22, 2008

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The Science Learning Centresand Psychology Teachers : The Science Learning Centresand Psychology Teachers Jeremy Airey Professional Development Leader National Science Learning Centre Moore’s Law : Moore’s Law Computing power doubles every 18 months The Genome Revolution : Genetic information doubles every 16 months Dr Richard Durbin FRSWellcome Trust Sanger Institute The Genome Revolution Science Mission for the UK : Science Mission for the UK "Our ambition is for the UK to become the science capital of the world. We are well on the way. I believe we can be the best." The Prime Minister, 17 November 2004 Slide 5: The UK has 1% of the world’s population 4.5% of the world’s spending on science 8% of the world’s scientific papers 9% of the world’s citations in scientific papers We are all scientists now(Sara Parkin, Forum for the Future) : We are all scientists now(Sara Parkin, Forum for the Future) It is essential to have young people prepared to become the engineers, research scientists and doctors of the future. It is essential, but not enough. Developed countries also need a population who understand science, and are critically aware of its implications. Challenges for Science Teachers : Challenges for Science Teachers teaching science for scientific literacy how to teach science to less academic students how to engage the interest of students so they will continue to study science Labour Party Business Manifesto commitment (2001) : Labour Party Business Manifesto commitment (2001) ‘…our manifesto commitment to, with charitable and corporate involvement, establish a National Centre for Excellence in Science teaching to promote best practice.’ Mission for the Science Learning Centres : Mission for the Science Learning Centres To inspire a new generation of scientists by inspiring their teachers support teachers, technicians, teaching assistants, examiners and others involved in science education from primary to FE promote increased enjoyment, attainment and retention in school science change the culture and expectation of professional development amongst science educators The National Network of Science Learning Centres : The National Network of Science Learning Centres South EastUniversity of Southampton North WestManchester Metropolitan University West Midlands Keele University South West @Bristol North East University of Durham Yorkshire and Humber Sheffield Hallam University East Midlands University of Leicester East of England University of Hertfordshire London Institute of Education National Science Learning Centre University of York The Science Learning Centres : The Science Learning Centres Regional Centres: £26 million from the DfES. Nine Regional Centres for England. Funding for 5 years. National Centre: £25 million from the Wellcome Trust. To be at York, run by the White Rose Consortium Universities (Leeds, Sheffield, Sheffield Hallam and York). For the whole of the UK. Funding for 10 years – 5 years minimum. www.sciencelearningcentres.org.uk : www.sciencelearningcentres.org.uk A state-of-the-art web portal register, search, apply manage your professional portfolio browse the resource bank communicate with other professionals Access to courses : Access to courses Affordability is part of the brief all SLCs have funding to offer bursaries to help schools with the costs of courses the way SLCs use this money varies from centre to centre at the NSLC, Impact Rewards cover fees and accommodations (leaving schools to pay travel and supply) in return for a commitment to ensure the course has a wide impact on the delegate’s return to school Who are the Centres for? : Who are the Centres for? Secondary science teachers Secondary heads of science Primary science teachers Primary science coordinators Further Education tutors Psychology teachers and heads of psychology Science technicians Other support staff in the science classroom Citizenship teachers Examiners of science subjects Scientists who wish to work with schools Non-science teachers who wish to collaborate with science Including Psychology : Including Psychology Psychology is increasingly seen as a mainstream science part of the major growth in UK science… especially in the fields of neuroscience and imaging dependent on influx of students with solid science skills and understanding a long-standing beneficiary of Wellcome Trust funding Including Psychology 2 : Including Psychology 2 Psychology in schools is one of the fastest growing subjects post-16 now more popular than physics post-16 included by Ofsted in the sciences increasingly seen as a mainstream science a rich fund of How Science Works case studies and scientific literacy overlapping with biology seen as a discipline on the verge of delivering a longed-for transformation of learning school-wide Including Psychology 3 : Including Psychology 3 Teachers of psychology are rarely specifically trained, and often not through a science route a very broad church indeed, often teaching outside their specialism &/or co-opted into the subject in some cases insecure in their knowledge, skills and understanding of science and How Science Works sometimes poorly resourced and supported rarely offered subject-specific CPD in some cases, overly didactic and uninspiring in their teaching styles isolated and under-represented in small departments not sure where they sit in school hierarchy Courses for Psychology 1 : Courses for Psychology 1 Being developed by many regional SLCs and by the NSLC The SLC SW at @Bristol is a leader here, particularly in neuroscience. They are actively working with psychology teachers, the ATP and others to develop CPD experiences. www.youramazingbrain.org There are four courses currently available for psychology, with lots more to come. Courses for Psychology 2 : Courses for Psychology 2 Neuroscience: Insights and implications for education SLC South West, 25th January 2006 Our burgeoning knowledge of the brain is set to radically influence educational thinking in the future. What are the opportunities and issues and how should we approach them? Develop constructive classroom discussions and debates. Join leading neuroscientists and education experts at the University of Bristol as they are presented with the latest scientific advances and discuss the future. Courses for Psychology 3 : Courses for Psychology 3 Inspiring Post-16 Psychology National Science Learning Centre 7th – 10th February 2006. This course will focus on the scientific content of current specifications and on how to illustrate practice through classroom-based investigations and innovative learning activities. Meet with psychologists to get up-to-date with contemporary aspects of the subject and its applications. Develop leadership skills for those supporting a department made up of teachers from various backgrounds, including how to provide colleagues and students with a full and accurate understanding of the subject. Courses for Psychology 4 : Courses for Psychology 4 Brain, language and memory: activities for Post-16 psychology SLC London. Date to be confirmed, but you may express an early interest by adding it to your wish list on the web portal. This course emphasises practical activities and the cognitive elements in teaching Post-16 psychology. Sophie Scott, Institute of Cognitive Neuroscience, draws on her latest research into the science of speech, while providing interesting insight into the brain, language and memory. You are also shown how to use the Science Museum's exhibits and activity sheets to enhance your teaching of psychology. Courses for Psychology 5 : Courses for Psychology 5 Practical Psychology for the Classroom Science Learning Centre West Midlands, March 2006, in development. Courses for Psychology 6 : Courses for Psychology 6 Courses in development at SLC South East Introduction to teaching psychology A level 12 July 06 or 10 Oct 06, for those considering teaching post-16 psychology, or in their first year Advanced practice in teaching psychology A-level 21 Nov 06, for experienced teachers Using ICT to teach psychology A-level 27 June 06, for all teachers Subject updates for psychology teachers 5 July 06, for all teachers NSLC assets: the building : NSLC assets: the building an auditorium to seat up to 300 people restaurant (seats up to 150) and bar area a large teaching laboratory, that can be divided and configured for primary, secondary or FE use preparation rooms and workshop a Resource Centre with a comprehensive collection of resources to support the teaching of science teaching rooms, seminar rooms, computer suite and videoconferencing facilities residential accommodation of good hotel standard for 64 people NSLC assets: the people : NSLC assets: the people Expertise in: science education at primary, secondary and tertiary levels laboratory management marketing ICT finance and administration hospitality NSLC assets: the hardware and software : NSLC assets: the hardware and software state of the art teaching equipment and computer facilities outstanding audiovisual equipment a £2 million web portal a sustainable building with geothermal heating, sedum roof, grey water system etc NSLC assets: some of the partners : NSLC assets: some of the partners White Rose University Consortium Wellcome Trust, DfES and Yorkshire Forward The Royal Society Association for Science Education Institute of Physics Royal Society of Chemistry DfES post-16 Success for All National Institute for Adult and Continuing Education Specialist Schools Trust Course Dimensions(an example) : Course Dimensions(an example) Some courses at the NSLC : Some courses at the NSLC Alternative Pathways in 14-19 Science Inspiring Post-16 Biology/Psychology/Chemistry/Physics Science for All: gifted and talented pupils Inspiring Science Learning through ICT How Science Works Inspiring Science Learning through Demonstrations Highlights – Week One : Highlights – Week One “Have been really impressed.” “Really well organised and fun!!” “All staff very helpful & friendly!” “Building here is great - well resourced.” “Food brilliant - compliments to all involved.” “IT facilities excellent.” “Thanks - a great course and venue.” “Excellent and helpful staff on reception desk.” “Great technicians!” “Labs well equipped & staff were great.” “One of the best courses I've been on to date.” Bespoke Course, 31.10.05Bellerive School, Liverpool : Bespoke Course, 31.10.05Bellerive School, Liverpool Bespoke Course, 31.10.05Bellerive School, Liverpool : Bespoke Course, 31.10.05Bellerive School, Liverpool "The accommodation was excellent as was the teaching." "I enjoyed seeing experiments from another view." "Excellent day - the team has got a lot from it." "A very impressive visit - lots of good ideas generated." Enriching the Teaching of Science, 1.11.05 : Enriching the Teaching of Science, 1.11.05 Enriching the Teaching of Science, 1.11.05 : Enriching the Teaching of Science, 1.11.05 “This course has superseded every one of my pre-course expectations. The activities were very engaging, exciting and innovative.” “More! I am now full of ideas about how I can enrich the science curriculum.” “Lots of inspirational ideas from both course leaders and other delegates.” “I have been really inspired and will take a lot of ideas away.” “Better than expected. More interactive, and bursting with ideas. I’m full of enthusiasm and want to get started back at work.” Inspiring Science Learning through Demonstrations, 2.11.05 : Inspiring Science Learning through Demonstrations, 2.11.05 Inspiring Science Learning through Demonstrations, 2.11.05 : Inspiring Science Learning through Demonstrations, 2.11.05 “The course has exceeded expectations” “WOW – Inspirational” “Fantastic – so many simple encouraging short and safe examples” “A chance to see fun physics – its often represented as hard and dull” “Visiting the resource centre (was valuable) – even in its early days it’s full of useful resources” Contacts : Contacts Science Learning Centres web portal www.sciencelearningcentres.org.uk National Centre administrator Maureen Legge ml504@york.ac.uk National Centre director John Holman jsh4@york.ac.uk Jeremy Airey ja518@york.ac.uk

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