More new ways of approaches Chemistry teaching

ABOUT THIS WEBINAR

This revamped series of courses is designed for all GCSE Chemistry teachers currently teaching GCSE Science. These in-depth sessions will equip all teachers with the tools to advance their teaching with a broader range of methods, approaches and techniques. The session focuses particularly on teaching the most challenging aspects of GCSE Chemistry with perhaps new and different approaches.

This session is live interactive workshop, with opportunities to ask questions throughout.

BENEFITS OF ATTENDING

  • Equip you with a powerful framework for conceptualising what it is that makes chemistry challenging
  • Develop the skills necessary for explaining the most complex content in chemistry GCSE
  • Explore options for improving your students’ long term memories
  • Refine your ability to build and sequence a knowledge rich chemistry curriculum
COURSE DATE Online | Wednesday 05 May 2021
Online | Wednesday 07 July 2021
WHO SHOULD ATTEND? 
  • All teachers of Chemistry GCSE
COURSE CODE  8329
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations

 

4.00 – 4.05pm: Welcome and introduction

4.05 – 4.25pm: An introduction to Direct Instruction

  • A brief history of Project Follow-Through
  • The movement from Direct Instruction to explicit instruction
  • Core principles of Direct Instruction made applicable to the teaching of chemistry

4.25 – 4.50pm: A chemical Direct Instruction sequence

  • Application of DI principles to the teaching of ionic equations
  • The use of examples and non-examples in the teaching of ionic equations
  • How minimal variation can increase complexity across a learning sequence involving ionic equations

4.50 – 5.05pm: Guidance fading

  • Theoretical underpinnings behind guidance fading
  • The use of guidance fading within a structure and bonding question set
  • The application of guidance fading within a moles problem set

5.05 – 5.30pm: The use of analogy in concretising abstract concepts

  • Advantages and limitations of the use of analogies
  • Redundant analogies in the teaching of the periodic table
  • Demonstration of extended analogy in the teaching of dynamic equilibrium

Adam Boxer

Adam is the Head of Science at the Totteridge Academy in North London. A prolific speaker and blogger, he has delivered CPD nationally and internationally for Keynote, researchEd, The Chartered College of Teaching, Pixl, United Learning, STEM Learning, Herts for Learning and a number of other schools and trusts. Adam is the managing editor of CogSciSci, a grassroots collective of science teachers looking to embed empirical findings from the cognitive sciences into the science classroom. Adam was a contributor to the Oxford Revise series of revision guides, preparing Knowledge Organisers and Core Knowledge statements for the entire GCSE chemistry course. Adam is a pioneer of the booklet movement in science education and his freely available “SLOP” booklets are used by thousands of chemistry teachers across the country.