Engaging Starters/ Cognitive conflict/ Modelling/ Challenging more able/ Literacy/ Effective demonstrations/ Demonstrating progress/ Numeracy/ ICT in science/ Working scientifically/ Common misconceptions/ Assessment
An award winning new title in the 100 ideas series providing secondary science teachers with activities and teaching strategies to use in the classroom.
Ian McDaid is a classroom teacher, Head of Faculty and Science Specialist Leader of Education at Balby Carr Community Academy, UK. He was recognised by the National Science Learning Network as a National Expert Science Teacher, and in 2014 as the Project ENTHUSE National Secondary Science Leader.
Science exists in everything, and is therefore applicable in all
teaching subjects. Science teacher or not, this book is full of
ideas for STEM, ICT, Maths, Geography, English teachers and more.
Perfect for conjuring up all sorts of magical experiments in your
classroom!
*Ross Morrison McGill @TeacherToolkit*
The internet is the best, and worst place for teachers to get ideas
from. It’s great because there are so many great ideas out there.
It’s awful because it sucks you in like quicksand and refuses to
let you go until you make ‘one last click’ (which is never your
last). Books are better – they are finite. When you find a gem of a
book, never lend it out, never let it go. The ‘100 Ideas for
secondary teachers’ book is part of a series, and it delivers. It’s
full of clearly expressed concise ideas that fit almost every
occasion. From ‘The bell is for me not for you’ on timing (idea 17)
to a short series on the ‘what’, ‘why’, ‘how’ and ‘what if’ of
behaviour (ideas 46-49) the ideas make sense and deliver a
necessary reminder of key processes in teaching and learning. With
additional teaching tips, the odd ‘bonus idea’ it’s a book that
fits easily into the pocket and should be an accessory to lesson
planning. Just as with the internet, there is the temptation to
turn the page and look at ‘just one more idea’ at least with this
book there is a clear beginning and end and not a labyrinth of
electronic mazes that lead you away from the focus of your task –
planning the lessons and getting some valuable support, in the form
of easy to access and implement ideas for teaching.
*James Williams, Lecturer in Science Education, University of
Sussex*
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