Critically reflect on how creativity and assessment are used to support children’s learning in science.
A creative tool was developed for a KS3 Biology class, where they had to do a story board for a journey of a sandwich through the digestive system. this was delivered across 3 lessons. Assess the students in relation to what they have learned using your creative tool.
Intro – outline the aim of the assignment, talk about the school (i will add this in), the demographic (i will add this in) and the class that i’ll be teaching for the lesson sequence (i will add this in). any SEND or EAL in the class (this can be left out – i can add this in at the end)
lit review – Defining creativity and what it means in the classroom. how can it be achieved in science, what factors increase it, so what can you as a teacher do to facilitate it as much as possible, how do you know students work is creative?
Defining assessment, different types. what type will you be looking at and why? thats AfL for us. how is effective assessment done? What tools/methods are used to make assessment for effective?
The lesson sequence – explaining the design of the lesson sequence based on everything you’ve found out in your lit review. e.g. ‘i did this because Dennis and Williams (2003) said blah blah’. justify everything in your lesson sequence design
include the lesson sequence table and reference lesson plans in appendix
Findings and observations – reflect on how it went, did the students work creatively? why do you think so? any issues/problems in the class? why? reference students work in the appendix. is it creative? why? how did the assessment go? any issues?
Recommendations and conclusions – so what would you change and why? what worked and what didn’t? what was useful and what was pointless? can the wider teaching community learn anything from your investigation?
