If students understand how to clearly identify the characteristics, the application of the term or process is much more successful and they really focus on the key identifiers. In my experience, it’s most effective to focus on the characteristics. However, I’ve found that it’s best to use a visualiser, so students can see the necessary detail – sharing your success criteria from the start will allow them to get the most out of the model. Introducing these ideas for the first time may seem daunting. The visual clues mean that they aren’t held back by science-specific language, they can apply the processes and, hopefully, pick up the terminology much more quickly. Diagrams work well for all groups of students, but especially with EAL students. This works particularly well with SEND and EAL students – it shifts the focus from being able to recall a large chunk of text to the actual application of the term or word, which is much more achievable. However, if we provide them with a definition and a clear set of characteristics, their understanding is really revealed in their ability to identify examples and non-examples. Sometimes we overestimate students’ ability to fully understand a definition. The terms can be easily adapted for lower-level students, too. Providing examples of these models in pairs can also help students to both clearly identify and compare examples of similar terms, such as those seen in the example above, to fully understand the difference between the two terms. This can help students to link knowledge and ultimately gain better understanding. Being able to name the apparatus can help students logically work out a method or process. When looking at separation techniques, there are a number of techniques that require an array of apparatus. For example, the characteristics section reveals that elements are found in the periodic table, and carbon dioxide isn’t, so students can independently identify and correct their own misconceptions, deducing that it’s not an element.Įxample Frayer models as MS Powerpoint or pdf to explore, explain and consolidate new terms with your students: rsc.li/3aOhetu. The different sections of the model can help clear up misconceptions. Finally, the last two sections traditionally consist of examples and non-examples, ie carbon dioxide is not an example of an element. In my opinion, this is where true understanding of the terminology begins. For example, if you ask them to think about elements, compounds and mixtures, they could perhaps come to the conclusion that elements are found on the periodic table, compounds have chemical bonds and mixtures are easily separated. The next section, characteristics, invites students to think more deeply about the word or term.Generally, students can recall the definition, but this doesn’t necessarily help with the application of the concept. The definition section is for the core meaning of the word.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |