Goals For Step 1

1. Know and understand TEACHER ROLES & RESPONSIBILITIES

2. Know and understand how to TEACH your students the process of INVESTIGATING SCIENTIFICALLY

3. Plan ahead using the WEEKLY SEQUENCE below

4. Begin SOURCING mentors with science expertise from the local community (1 mentor : 6 primary students) for visits in WEEKS 3, 5 & 7 of your implementation sequence (can be across Terms)

5. Conduct a BRIEFING SESSION for Mentors/MySTics (before School Visit #1 in Week 3 of Implementation)

5. Test your KNOWLEDGE '?' before moving on to STEP 2

Plan Ahead

TEACHER STEP 1 = the following:

1. ROLES & RESPONSIBILITIES: gain awareness

2. MYSCIENCE STEPS: gain awareness

3. THINKING & WORKING SCIENTIFICALLY: gain awareness

4. TEACHING STUDENTS ABOUT FAIR TESTING: plan

6. MENTORS/MySTics: source, recruit and brief

7. KNOWLEDGE: test your own

STEP 1 is BEFORE School Implementation (see below)

Teacher Weekly Sequence

Plan ahead to SOURCE and make BEST USE of your mentors' expertise

• MyScience takes approximately 10 weeks @ 2 hours/week.

• A typical classroom program sequence (following your own PL) is shown in the WEEKLY SEQUENCE below.

• MENTORS are required for WEEKS 3, 5 & 7, so you need to start sourcing them now.

• MENTORS are required for WEEKS 3, 5 & 7.

• You will need 1 mentor for 6 students = 5 mentors for 30 students (5 mentors/class).

• We have researched using fewer mentors per class but found that this causes high stress levels in mentors and hinders the development of the Community of Practice.

Try the following places for Mentors:
• local secondary school
• local businesses/industry
• local community members

• Resource Buttons '1.7 & 1.8 Mentor Recruitment Poster/Ad', provide some examples that may be useful for recruiting Mentors/MySTics.

Inviting mentors/MySTics into the school/your classroom for a short BRIEFING SESSION before the first school visit has many benefits for participants who:

• gain awareness of the physical layout of the school and classrooms,

• have a chance to ask questions about the program, their role, the class theme, student needs … ,

• meet teachers and other Mentors/MyStics who will be working with primary students, which promotes a sense of belonging and focus around the purpose for them coming into the school,

• gain awareness of any school requirements related to working with children, signing in when arriving at the school etc.

An example of a teacher-generated Mentor Briefing Invitation is available via Resource Button '1.9 Mentor Briefing Invitation'.

PLAN to conduct the Briefing Session BEFORE the first school visit in WEEK 3 of Implementation.

Read information at Resource Button '1.10 Effective Use of Mentors' for ways to effectively use mentors, and why their presence will be so valuable for you and your students.

Information

• In 2016 a number of schools are participating in a pilot program focussing on PAIRS of schools where a SECONDARY school is partnered with a PRIMARY school.

• MENTORS have been sourced from Year 9/10/11 students to participate as MySTics (MyScience Trainees in the classroom), and are accompanied by their science teachers and local community members with science expertise.

• Research data will be collected through online surveys and through face-to-face interviews,

Introductory information for teachers is presented via the Resource '1.1 Teacher Information'.

As a key player in the development of a COMMUNITY OF SCIENCE PRACTICE in your classroom, you need to know your own and others' ROLES & RESPONSIBILITIES.

• Click on Resource Button 1.2 to find out this information.

The MYSCIENCE EDUCATIONAL MODEL has five critical elements, which are incorporated into the MYSCIENCE TEACHING PHASES.

These phases then form the IMPLEMENTATION STEPS for Teachers, Mentors and MySTics.

• Resource Button 1.3 elaborates the relationship between them.

The PROCESS of Investigating Scientifically aims to provide you with a GOOD DATA SET when you include the following:

• FAIR TESTING,
• taking ACCURATE MEASUREMENTS,
• REPEATING the investigation several times.

Use these Resource Buttons for information:

• 1.4 Thinking & Working Scientifically
• 1.5 Measuring Accurately
• 1.6 Measuring Reliably (=Replication)

• In a FAIR TEST scientific investigation only ONE factor is CHANGED, ONE factor is MEASURED and all of the other factors are kept the SAME.

• The 'Poster Ideas for Your Classroom' and the mnemonic 'Cows Moo Softly' may help students to remember what to do:

• Cows = CHANGE one thing
• Moo = MEASURE something
• Softly = keep everything else the SAME

FOURTEEN specifically designed ONLINE PROFESSIONAL LEARNING PATHWAYS may be accessed via the Resource Button '1.11 Professional Learning Toolkit'.

For each of SIX domains in the process of Thinking and Working Scientifically, there are TWO levels of Professional Learning Pathways. The six DOMAINS and LEVELS are:

• Knowing and Thinking: Level 1 & Level 2
• Planning Investigations: Level 1 & Level 2
• Conducting Investigations: Level 1 & Level 2
• Processing Investigations - analysing and concluding: Level 1 & Level 2
• Processing Investigations - explaining and publishing: Level 1 & Level 2
• Evaluating and Assessing: Level 1 & Level 2

AND

• Integrating ICT: Level 1 & Level 2

Resources

Poster Ideas for Your Classroom

Increase your science knowledge with the online MyScience Professional Learning Toolkit