Webinar 12th May
-
Upload
alexandra-okada -
Category
Education
-
view
200 -
download
0
Transcript of Webinar 12th May
Webinar :
Problem solving with conversation
John WardleAndrea Mapplebeck Alexandra Okada
Webinar: Problem Solving
1. Welcome and overview John Wardle
2. Problem solving John Wardle
3. Teaching a sequence lesson John Wardle
4. Teacher questions Ale Okada
5. Conversations - an introduction Andrea Mapplebeck
6. Completing the course John Wardle
Problem solving
Problem solving
Problem-solving is grounded on problem-based learning, which is a student-centered approach.Students will learn:
science concepts enquiry skills
In ENGAGE, a problem-solution lesson refers to provocative problem emerging from a real life issue. The decision making will RRI skills.
Responsible Research and Innovation
Discussion example
Should we restrict the use of antibiotics?
1. What do we need to know to make sense of the issue?
2. How do we make an informed decision – what skills would we need?
Two part sequence
Why two parts?Separating the science concepts and the enquiry processes for making a decision reduces cognitive demands on students.
In lesson 1: Students review the science and consider the evidence
In lesson 2: Students play a game to learn the enquiry process, and then use it to make their decision
Sequence lesson
Illustration – e cigarettesLesson 1
Engage - Get students interested in the issue of a possible ban on smoking electronic cigarettes indoors in public places
Review - Students review their understanding of using particles to explain phenomena
Consider - Students draw diagrams to show the arrangement and behaviour of particles involved in vaping, and decide whether exhaled nicotine can get to people nearby
Lesson 2 Engage - Review the dilemma about whether to support an EU ban on indoor
vaping in public places Play - Students play a game to learn how to judge risk Decide - Groups judge risk to decide whether or not they support a ban on
indoor vaping in public places, and share their views in class discussion.
10
I would never smoke – it’s far too risky.
Think I’ll give vaping a try. It won’t kill me.
But vaping is safe. There’s no smoke, no tar and so – I guess – no cancer.
Review ConsiderEngage
11
Nicotine is addictive. Addicts crave nicotine and need it to feel normal.American Council on Science and Health
Nicotine is
linked to heart
disease.American Society
of Cell Biology
Nicotine damages the brain of a developing foetus.Current neuropharmacology
Nicotine may be linked to cancers of the lung, breast, liver and kidney.Nature
11
Review ConsiderEngage
Nicotine
kills
12
Review Consider
Turkey, Wales and parts of Canada have banned workplace vaping.Now health campaigners
want a Europe-wide ban.
Long-term risks of passive vaping not yet known, say scientists.
Passive vaping as risky
as passive smoking,
claims health charity.
Will you support a European ban on indoor vaping in public places?
Engage
13
Lesson 2Are the
benefits of banning indoor
vaping in public places worth the
risks?
Lesson 1Is there
scientific evidence that nicotine from
vaping can get to people
nearby?
How are you going to make a decision?
Review ConsiderEngage
14
Draw before and after diagrams of particles to explain observations
Weigh up risks and benefits to make a decision
Working ScientificallyBig Idea
Lesson 1
Lesson 2
Part
icle
s Ju
dge
risk
s In these lessons you will :
Student sheets
SS1
Particles and vapingMoving around in the air
The aerosol
Solvent: propane-1,2,3-triolSolutes: nicotine and water
The aerosol is tiny droplets of liquid water, liquid propane-1,2,3-triol, and liquid nicotine mixed with the air. The air is mainly nitrogen and oxygen.
The exhaled breath of an e-cigarette user includes nicotine vapour. The nicotine particles mix with the air.The air is mainly nitrogen and oxygen. Nitrogen and oxygen particles are smaller and lighter than nicotine particles.
In the gas state, particles move randomly. They collide with each other frequently which makes them change direction. The nicotine vapour spreads out from a place where there are many nicotine particles to a place where there are fewer. In other words, they move from an area of high concentration to an area of low concentration. This is diffusion.
The solution
In the solution solvent particles surround solute particles. There are more solvent particles than solute particles.
Student sheets
SS2a
Particles in the solutionnicotine particle
propane-1,2,3-triol particlewater particle
Particles in the aerosolnicotine particle
propane-1,2,3-triol particlewater particlenitrogen particleoxygen particle
Particle diagrams –1
Key
Key A droplet of
liquid water (part of the aerosol)
Student sheets
SS2b
Moving around in the air
Particle diagrams – 2
1 2 3
nicotine particleoxygen particlenitrogen particle
Key
18
Will you support a European ban on indoor vaping in public places?
Play DecideEngage18
19
People will vape more at home. So children will be exposed to more nicotine.
Fewer people will get heart
disease.
No one will be exposed to nicotine at
work.
A ban on indoor vaping in public places has risks and benefits
Play DecideEngage
If people have to go outside to vape, they might as well smoke instead.
So more people will get lung cancer.19
20
Now play WhizzQuiz to learn how to quantify risks and benefits, and how to weigh them up.
After each round, write your score, and what you learnt about risk, on SS1.
Play DecideEngage
SS1
WhizzQuiz
21
Round 1Which method of transport has the lowest risk of death?
DecideEngage Play
WhizzQuiz
22
To compare risks you need numbers and units.
TransportChance of dying per 10 billion km travelled
Your score
WhizzQuiz
Round 1 answers
DecideEngage Play22
aeroplane 25 4bicycle 365 2car 24 4motorbike 998 0train 2 5
23
1 Decide whether each card describes a risk, a benefit, or neither
2 Estimate the seriousness of each risk and benefit (score 1, 2 or 3).
3 Estimate the likelihood of each risk and benefit happening (score 1, 2 or 3)
4 Multiply likelihood x seriousness to decide how big each risk and benefit is.
5 Add up the scores for the risks and for the benefits.
6 Compare the totals and decide.
Will you support a European ban on indoor vaping in public places?
Back to the big question...
Engage Play Decide
SS2 and 3
Student sheets
SS2Risks and benefits of a ban on indoor vaping in public places
A B C
D E F
If people have to go outside to vape, they might as well smoke cigarettes instead. So it is possible that more people will get lung cancer.
Since nicotine damages foetal brains, fewer babies will be born with brain damage.
People might vape more at home. So children might be exposed to more nicotine.
Lung cancer risk of smoking reported by the NHS
Foetal brain damage reported in paper in the journal Nature
A ban might make people think that the risks of smoking and vaping are the same. This makes smokers less likely to use e-cigarettes to help them quit smoking.
Association of e-cigarette manufacturers
The concentration of nicotine in the blood of passive vapers is similar to that of passive smokers.
Reported by the World Health Organisation
Exhaled nicotine remains on surfaces for many months. Other people can absorb this nicotine through their skin.
Priscilla Callahan-Lyon in the British Medical Journal
Student sheets
SS3Weighing up risks and benefits
Statement ARisk or benefit?Seriousness of risk / size of benefit
1 2 3
Likelihood of it happening 1 2 3
risk x benefitStatement FRisk or benefit?Seriousness of risk / size of benefit
1 2 3
Likelihood of it happening 1 2 3
risk x benefit
Statement ERisk or benefit?Seriousness of risk / size of benefit 1 2 3
Likelihood of it happening 1 2 3
risk x benefit
Statement DRisk or benefit?Seriousness of risk / size of benefit
1 2 3
Likelihood of it happening 1 2 3
risk x benefit
Statement BRisk or benefit?Seriousness of risk / size of benefit 1 2 3
Likelihood of it happening 1 2 3
risk x benefit
Statement CRisk or benefit?Seriousness of risk / size of benefit
1 2 3
Likelihood of it happening 1 2 3
risk x benefit
Total scores for risks and benefits
Scores for risks total score for risks = Scores for benefits total score for benefits =
Ethical thinking
Getting students to see a problem from a particular perspective is a powerful tool for discussion and decision making.Engage uses three types of ethical thinking:
utilitarianism• best outcome for all
rights and duties• based on rules
virtues• caring, positive character traits
Student sheets
SS1
3 kinds of Ethical thinkingUtilitarianism Rights and
dutiesVirtues
Base your decisions on rules which you believe should always be followed, like:
Do not worry about the outcome.
• It is wrong to cause harm• It is wrong to steal• It is wrong to lie or cheat• It is right to keep promises
For each option, think about the consequences (what will happen) and how this will affect everyone.Choose the option that provides the greatest happiness for the most people.
‘It looks great’You decided that if you tell them the truth it would put them in a bad mood and ruin the evening for everyone.
‘It looks terrible’You decided that you should never lie, whatever the consequences.
‘I wouldn’t have chosen it’
You say this with a great smile and hugging your friend. You are sincere while caring about your friend’s feelings.
Make your decisions by taking into account other’s feelings.Choose an outcome that is helpful for others.
‘Best consequence’ ‘Follow rules’ ‘’Be caring”
Example: You are out with a group of friends. Your best friend turns up with a new haircut which you think looks terrible. They ask you if you like it.
What do you say?
Questions
Questions
1. How would you engage the students, what would the hook be?
2. How important is previous science knowledge?3. What is your experience of teaching ethical
thinking strategies?4. What would you look for in terms of outcome
of the lesson?5. What are the challenges to this approach?
Conversation – an introduction to
whole class discussion
Conversation
Conversation in ENGAGE context refers to a whole classdebate regarding an RRI (or socio-scientific dilemma) facilitated by the teacher.It is based on three steps for supporting students to develop argumentation and evidence-based solutions, so they will:
1. review the scientific ideas to address their ‘need to know’.2. consider how the concepts build into evidence to develop an
initial opinion.3. construct and articulate arguments to justify their
conclusions.
Why conversation?
1. Help students develop their argumentation and critical thinking skills through modelling and guiding.
2. Show the provisional nature of science knowledge and the importance of evidence-based argument in complex socio-scientific issues.
3. Emphasise the controversy by drawing out a range of views
4. Help students reflect on their opinions collaboratively and become open to changing their views in the light of other arguments or evidence.
Strategies
Fishbowl
Lollisticks
No Hands Up
QuestionsWhole Class Response Systems
Next WebinarLook at conversations and ideas for: - roles - support - structure
Completing the course
Completion
1. post at least one message to a forum
2. submit a reflection of an Engage lesson or lesson plan - this is the course assignment
3. complete the post course survey (you must do this)
End dates
There will be tutor support until 27th of May
Final survey completed by 5th June
Reflection assignment should be completed by 5th June