CURSO EN EL REINO UNIDO: INCLUSIVE PEDAGOGICAL APPROACHES FOR PRIMARY SCIENCE (B_0060)
A two-week professional learning course that focuses on research pedagogical approaches to teaching Science to primary age children, aimed at ensuring all pupils are given opportunities to engage with and understand the world around them in a global context.
Participants will reflect on current Science pedagogy allowing space for development and innovation. Teachers will analyse the scientific process: planning enquiries, obtaining and presenting evidence, drawing conclusions and evaluating evidence. They will participate in learning activities such as academic workshops and presentations, language development, lesson planning and activity design.
Participants will work with learning approaches that create feedback which is used to improve students' performance. Technologies will be used in the course to support teacher modelling and explanations, as well as examples of digital technologies to enhance pupils' inquiry skills.
Science learning takes place in a variety of environments both inside and outside the classroom. The environment beyond the classroom provides a rich source of man-made and natural stimuli to engage pupils in science enquiries. Participants will experience school visits to see learning in action in English Primary school settings and visits to local specialist resources like museums, to support pedagogical approaches associated with discovery, enquiry and learning outside the classroom.
The course emphasizes inclusive Science education, to promote flexibility to meet the diverse needs of learners with different backgrounds, interests, motivations and capabilities.
Ficha de actividad
- Inspectores de Educación
- Modalidad formativa
- Dirección Área Territorial
- Todas las DAT
- Líneas prioritarias
- Actualización humanística y científica
- Liderazgo educativo
- Actualización humanística y científica
- Centro organizador
- Subdirección General de Bilingüismo
- Departamento/Asesoría organizador
- Asesoría de la S. G. de Bilingüismo
- Duración del curso
- Horas totales
- Horas presenciales
- Horario sesiones / Hitos
De 9:00 a 15:00 horas
- Nº plazas
- Lugar de desarrollo del curso
Universidad de Sheffield Hallam, Sheffield, Reino Unido
- Asesor responsable
- Amparo Calvarro Acosta (firstname.lastname@example.org)
Joelle Halliday, project lead, course lead, primary science specialist
Joelle’s area of expertise is primary science professional development. Joelle is a Senior Research Fellow in Sheffield Institute of Education Centre for Research and Knowledge Exchange (SIRKE), Sheffield Hallam University. She has experience as a senior leader in primary education, education consultant in school improvement, professional development leader and coach. Joelle has worked in national and international contexts to design and lead professional development projects.
Joelle has held several roles in primary science professional development including Professional Development Leader at the National STEM Centre and for the National Science Learning Network. Joelle’s experience in curriculum development includes leading the Primary Science for All project to develop teaching and learning approaches for pupils with diverse learning needs and working as a subject adviser for Hodder Education. Joelle works with partners including the Wellcome Trust, the Primary Science Teaching Trust, and the Chartered College of Teaching. Current and recent projects include The Wellcome CPD Challenge and The Wipro STEM Teacher Fellow and Teacher Mentor Programme.
Joelle is the MA module leader for Developing Others through Mentoring and Coaching and supervises on the MA in Professional Practice in Education. Joelle co-leads the SIoE Research Engaged Practice Network (REPN) - a forum for practitioners and researchers to share their research and enquiry and to support capacity building for practitioner-led research.
Professor Kim Bower, CLIL expert advisor
Professor Kim Bower holds a chair in Innovation in Languages Education at the Sheffield Institute of Education and is President of the Association for Language Learning. She is a principal fellow of the Higher Education Academy and received a National Teaching Fellowship for her leadership of curriculum innovation in language and teacher education in England and has worked with colleagues in schools in primary and secondary settings. An experienced researcher in languages and teacher education, Kim leads an international network for content and language integrated learning (CLIL) in Anglophone countries. Her research focuses on CLIL in all subject disciplines and motivation.
Tanya Shields, course leader ad science specialist
Tanya is the primary science lead at the National STEM Learning Centre. She has previously worked as an advisory teacher at the University of York and worked in schools as senior leader and classroom teacher with responsibilities for science subject leadership, early career mentoring and transition.
Tanya has worked both nationally and internationally on several projects including writing for Pearson, developing and delivering training for schools in Singapore, New Zealand and China. She has also contributed to curriculum and resource development for schools in the United Kingdom and Kingdom of Saudi Arabia.
Dr Andrea Mapplebeck, course leader and science specialist
Andrea’s fields of expertise are formative assessment, leadership, science and continuing professional development. Andrea worked in a variety of roles in secondary schools and has been writing and facilitating hands-on and evidenced informed training for schools, teachers, and other organisations all across the UK and abroad since 2002. This has involved working with educators and running whole school, department, and individual support in and across schools; as well as providing face-to-face and online training.
Andrea has written books for primary science, secondary science, leaders in science, and researchers. Andrea completed a PhD looking at characteristics of oral teacher feedback in science classrooms, which promoted pupil learning.
Dieuwerke (Dee) Rutgers, CLIL expert
Dee Rutgers is a Research Fellow at the Sheffield Institute of Education Research and Knowledge Exchange, Sheffield Hallam University. Before joining Sheffield Hallam, Dee worked as a Research Associate at the Faculty of Education, University of Cambridge. Her research focuses on multilingualism in education, with a specific focus on content and language integrated learning (CLIL) in multilingual education settings and teacher professional development in this area. She was the Principal Investigator and lead-author of The Knowledge base of CLIL teaching in multilingual primary settings (2020), funded by the British Council. Dee has worked on bi/multilingual education in a range of countries, including the Netherlands, Ecuador, the US (Florida) and the UK.
The main objective is to improve the overall teaching skills, knowledge, and expertise of the Madrid teachers through hands-on evidence-informed professional development. The course is designed to encourage reflection on current practice and allow space for development and innovation.
1. To study the scientific enquiry process: nature, processes and methods of Science.
2. To reflect on evidence-informed approaches to learning.
3. To promote Science learning in a variety of environments, both inside and outside the classroom.
4. To foster flexibility to meet the diverse needs of learners.
Strand 1. The nature, processes, and methods of science
The scientific enquiry process including planning enquiries, obtaining, and presenting evidence, drawing conclusions, and evaluating evidence. This will be embedded within relevant subject content including:
• different types of scientific enquiries – fair tests, pattern seeking, observing over time, classifying and identifying, researching and using secondary sources.
• cutting-edge science research - Linking cutting edge research to the primary classroom to provide a stimulus for children’s emergent ideas in science and to enrich learning.
• supporting and developing group work and collaboration for practical enquiry work.
• developing hands-on and minds-on approaches.
• science capital – pupils’ science aspirations and participation in science.
Strand 2. Evidence informed approaches to learning
This strand will cover:
• developing a continuing cycle of teaching and learning approaches that create feedback which is then used to improve students' performance. Ideas and activities set in primary science contexts.
• eliciting pupils’ ideas and understanding.
• differentiating for Learning.
• pupils as learning resources for each other.
• feedback for Learning.
Strand 3. Promoting talk, dialogue, and communication
Our vocabulary allows us to interpret the world, to express ourselves with greater clarity, to show confidence, insight and perceptiveness...’ (G.Barton, 2018) Talk helps children to use scientific language effectively and develop their understanding of scientific ideas and to reason scientifically. Primary science has its own specialist vocabulary, and it is important that students know and understand the meaning of science words so that they can discuss their ideas and explain their thinking. Teachers will work together to explore strategies to develop and use subject vocabulary and embed it in their classroom discourse. This will include:
• dialogic teaching.
• developing vocabulary and disciplinary literacy for a word rich curriculum and classroom.
• language capital.
The key features of effective learning experiences in science (Harlen, 2018) will form the bedrock of the course:
- Engaging, interesting and relevant to children; motivating questioning and problem solving.
- Linking to children’s existing ideas, building on previous experience, and working towards big ideas.
- Involving active investigation of real materials and events.
- Promoting talk, dialogue, and communication in various forms.
- Using and developing enquiry skills.
- Using technology to aid enquiry.
Participants will be expected to critically reflect on personal and professional learning and apply new knowledge to develop curriculum plans.
Participants will collaborate to prepare and deliver as summative presentation to demonstrate their learning, implications for their practice and plans to share their learning with colleagues back in school.
A reflective log will provide prompts for a continuous cycle of reflection and action planning. There will be planned opportunities for formative feedback from tutors and peers throughout the course.
Group discussions will facilitate self-assessment.
Participants will receive a certificate of participation on course completion.
Este curso está dirigido a docentes que estén en posesión de la habilitación lingüística en lengua inglesa para desempeñar puestos bilingües en la Comunidad de Madrid.
Tendrán prioridad aquellos docentes que impartan el área Ciencias de la Naturaleza en inglés, debiendo aportar el correspondiente certificado de puesto de trabajo a esta aula virtual, en la tarea correspondiente. Los solicitantes deberán automatricularse y subir el certificado de puesto de trabajo en formato PDF. Es importante tener en cuenta que la presentación de la documentación no supone estar inscrito en la actividad de formación.
El vuelo de ida se realizará un día antes del comienzo del curso y el de vuelta un día después de la finalización del mismo.
Los participantes deberán tener su pasaporte en regla.