A few weeks ago I saw this word-origin display on Twitter and it reminded me of something that’s been on my to-do list for about 2 years.
Armed with a marker pen and a Reece Witherspoon film I wrote out lots of prefixes and suffixes to common Biological words.
I was going to put them up in my lab today but my Year 11s have taken over the project and want to hang them off an actual tree instead. Alice is bringing in an old artificial Christmas tree from her loft…!
Update:
I finally got around to putting this up today:
Please note – although I am offering this for free, it doesn’t mean it’s ok to sell them yourself! Don’t make me grumpy 🙂
Last week, Physics NQT Charlotte asked Twitter for some tips to manage practical science lessons. She received lots of great replies, so I’ve paraphrased a little and summarised them into this blog post (with her permission). Credits at the end to everyone whose ideas I used.
Charlotte’s Tweet!
Room layout
Spread the equipment out around the room to avoid bottlenecks.
Following Instructions
With younger students, doing a method step by step is useful. You can split up your pairs into person A and person B and issue instructions for each person, followed by a check, and then the next instruction.
If the method is complicated or important (e.g. required practical) you can set the homework to be preparing for the practical by reading the method and maybe watching someone do the practical on YouTube. Students could answer some simple questions to prove they have read it.
A really simplified diagram of what to do on the whiteboard, with key volumes, temperatures etc is useful to refer back to.
Demo the experiment first
Don’t assume students know the names of equipment or how to use them properly – show them.
Managing Risks:
Insist on googles on from start to end, and then tell students when it’s ok to take them off. Many of the accidents I’ve seen are during tidy-up-time when test tubes of chemicals are splashed into the sink.
Students can be trained to complete their own risk assessments, especially as it’s now a skill at A-level. You could have a couple of copies of the student-friendly CLEAPS guide printed.
Think about splitting the class for practicals. Half the class can do practical while others do a related written task, then swap. This relies on students doing written task independently but means you have more time for practical students.
Explain to Year 7 students what to happen when glass ware gets broken. I tell them they must ask someone to stand guard and then come and see me.
Discuss with younger students what to do in case of a chemical spill and with each practical tell them if it safe to clear up their own small spills or not.
Bunsen Burners
Don’t let the student’s excitement rush you. Have them set everything up and then make them stand in their places for inspection. You can turn the gas on when you are content everything is safe.
Until you gain the trust of the class, or they are experienced enough, you can light the Bunsen burners for the students.
If students light their own Bunsens with splints, go around and collect the used splints immediately to avoid the inevitable bonfire!
Have a box of spare hair bobbles.
Issue a Bunsen Burner license. Year 7s love them! They can assess each other and give feedback
Have a one-way system around the room
Clearing Away
If you have hot tripods and gauzes which need time to cool before they can go away, have something for the students to do in the interim – a graph or some questions about the practical.
You can assign jobs – one pair collect in funnels, one pair collect in test tubes etc. This tends to reduce that “it isn’t mine so I’m not clearing it up” situation.
Using Your Technician and Colleagues
Go and watch other teachers and see how they manage practical work. You’ll pick up some great tips.
If you or your technician have the time, having a tray of equipment for each group can save valuable time.
What to do in an emergency
Don’t be afraid to stop the practical if it seems out of hand, it sends a message.
Show students at the start of the year where the emergency cut off button is for water, gas and electricity. Get a few of them to try hitting it. Show them what happens when you hit it.
You need to train them with some kind of command which means that everyone stops immediately and listens, e.g. “STOP….LOOK….LISTEN.”
Rewards and sanctions
Reward groups with points when you see them doing something safe or carefully. Give the winning team a reward at the end of the lesson.
Train your class to know what the consequences of poor behaviour will be. Have a few stools ready somewhere out of the way and send students to sit on them if they break a rule – no second chances. They will learn quickly! This way they can still watch the practical but are safe.
Get students in groups and give them roles – eg equipment monitor, safety officer, timekeeper. Give them responsibility for their practical equipment – appropriate sanctions if they aren’t safe, respectful and tidy and take points away if you catch them breaking a rule. The rules: keep your goggles on, only talk about the lab practical, only talk to people in your own group, no pranks/horseplay, no unauthorized experiments. Winning group gets extra credit or prize. Works AMAZINGLY well!
Making it Count!
Know what is likely to be asked at SATs, GCSE and Alevel in terms of practical skills. Make sure you use the same wording and ask those questions to students. Many practicals have dead time while you are waiting for something to happen so use that time productively to do some of these questions.
With thanks to:
Charlotte for posing the original request for advice @ckjackson_
Pedagoggles 