How to improve assessment of learning during science discussions

Asking questions is surely what Science is all about, and almost certainly where every scientist started out. It is also the most vital part of most science lessons. Research shows, however, that teachers dominate science classroom discussions, and that many students do not participate, or do so at a very low level. Meaning assessment of learning by the teacher, or the students themselves, from the discussion is very difficult. This session provides simple, practical suggestions for planning and management of discussions to improve the number, and level of responses from students, thus providing far clearer evidence of learning. From how to improve student focus and attention, to how to get the reluctant participant involved. The session is aimed at those who want to make their classroom discussions an integral part of the learning, and assessment, process, for teachers and students. The aims of the session are: •To provide early careers teachers with planning techniques to improve their approach to planning and holding their science discussions. •To provide early careers teachers with a variety of techniques to ensure a far greater number, and more-representative group, of students are involved in their science discussions. •To provide early careers teachers with the tools to be able to judge progress in learning more precisely from their science discussions. As a science teacher involved in the original King’s College project, on AfL, which lead to the publication of ‘Working Inside The Black Box’, Paul Black first made me aware of the importance of good quality questioning during discussions. Over the following twenty plus years I have worked with science teachers in many schools, to develop discussions as a tool to better allow teachers, and students, to assess their learning. In particular, I have focussed on methods to ensure far more students are actively involved in discussions, leading to what Christine Harrison once described as an, “Edge of the seat atmosphere,” during my science lessons. This work formed one of the main chapters in my book, ‘Successful Science Teaching’, which has been well received, especially by trainee and newly qualified science teachers.