Demonstration+Biology+2011-2012

How much do students learn from traditionally presented demonstrations, and should these demonstration be more interactive to increase student engagement?

It has been found that students who passively observe demonstrations understand the underlying concepts no better than students who do not see the demonstration at all, in agreement with previous studies. Learning is enhanced, however, by increasing student engagement; students who predict the demonstration outcome before seeing it, however, display significantly greater understanding. © //2004 American Association of Physics Teachers.//

//Choose your own demonstration but there needs to be several components...// //This but this activity is the alternative to Microteaching.//

If you are doing your microteaching in one of your sciences classes then you will be doing a demo in the other science class. Expectation: It will be treated like the micro-teaching assignment in terms of all of the expectations. (See marking rubric on wiki)
 * __ Demos for Double Science TCs __**

1. You will create a micro-lesson for a demo: i.e. with a BLM for students and with teacher notes on one side to explain to the novice what the demo shows. Title Ministry Expectations Introduction and Background Materials Safety (includes disposal) || Procedure Results Explanation Tips for Success/Teacher Notes References || Title Student worksheet- could include places for observations and questions to be answered during the demo or as follow-up || 2. You will “perform” the demo to the class and your demo peers will provide feedback, 3. You will write a reflection of your performance and input provided by your peers based on the questions provided. (Similar to microteaching)
 * Demo Worksheet **
 * ** Front Page - Teacher **
 * ** Back Page – Student **

The various dates will be determined and posted on the class calendar. Demos will take place between January and the beginning of practicum 2. (one or two per day)
 * Presentation **

1 Use demo books, peers, Youtube, other teacher websites, etc., for ideas. Pick one that fits as a demo and would NOT be better done as a student activity either because it is dangerous, or too hard or complicated for students. (Your instructor will have done a sample demo for you and posted it on the class wiki)
 * Tips for a Successful Demo: **

2. //__Practice__// it to be sure it works.

3. Write it up (keep an eye on the marking rubric) so you are sure that your presentation to the class has all of the components required.

Here are some ideas about demonstrations to consider:

The following rating scale/evaluation rubric will help to make sure you have included all of the important components in your demo Your peers will provide you with feedback (similar to what your peers did in microteaching) and you should also **//__complete the directed reflection.__//** One week following your demo, you should submit the following to the instructor:
 * 1) one sheet double sided containing teacher and student notes
 * 2) all peer input for your demo
 * 3) directed reflection

**__Here is the Sign Up - Dates__**

Example Demo - Elephant's Toothepase (Oct 28th)



__**Schedule for Demonstration:**__ **Here is the Sign Up - Dates** 2012 || **Grade Level and Ministry Expectations** || **Attachment - Handout for Demonstration** || Grade 10 Applied Science: C2.3 || || Investigating Fluid Dynamics || || Milk of Magnesia || || EGG-citing Osmosis EGG-speriment! || || Flaming Liver Latte! || ||
 * Note:** Find the specific expectations for Elephant's Toothepaste(from Ministry Documents)
 * **Name** || Date for Presentation
 * David || January 17th || Grade 10 Academic Science: C2.3, C3.5
 * Anu || January 24th || Grade 12 Physics, College Preparation
 * Jasmine || January 31st || Grade 11 Biology, University Preparation
 * Lauren || February 7th || Grade 12 Biology, University Preparation E3.3
 * Samuel || February 14th || Grade 12 Biology, University Preperation
 * Zohara || February 21st ||  ||   ||
 * **Practicum** ||  ||   ||   ||