Sharing Good Practice came up with a list of practicals :
• investigating solubility of salt or sugar , varying temperature using ice cubes or hot water
• separating a mixture of salt and sand using filtration
• using evaporation in sunlight to produce salt crystals from the salt solution
• using a solar still to distil water from the salt solution
• chromatography of pen inks
I also realised that we could capitalise on some learners being at home by asking them to collect mixtures from around their homes for us to classify .
I divided pupils into groups of 3 or 4 so that each group would have at least one ‘ pair of hands ’ in school each week . I arranged the practical sessions equally between the two weeks , with at least two in each week , so that each student would have at least one turn at being the ‘ hands ’ that carried out the practical work . Each group then only needed one set of practical equipment for each session , which reduced the amount of sterilising as well as making transporting the equipment easier .
Most lessons started with a call to everyone at home , where I outlined the task whilst streaming a view of the whiteboard . Pupils then moved into their hybrid groups . Each group had their own channel in Teams , with resources and collaboration space in OneNote . For groups lucky enough to have two people in school , one handled the practical equipment and the other ‘ streamed ’ it to those at home . Where there was only one person in school , they did both . The learners at home were responsible for all the record-keeping . I could listen to group discussions as I moved around and was able to check in with those at home via their group call . Information was also relayed back and forth to them by the pupils in school .
By collaborating between those in school and those at home , each group was able to identify possible variables for the solubility investigation based on the equipment provided . Pupils in school contributed these to a class discussion and relayed ideas back to
those at home . Each group then chose their own question to investigate , prepared a risk assessment , wrote a method and drew up a table in the collaboration space . A student in school carried out their method , and those at home recorded the readings and , in more than one case , actually used a stopwatch at home to measure time for the student carrying out the practical work in school . The group discussed their conclusions , which were then presented to the class by a student in school and collated on the whiteboard . Pupils in school relayed the conclusions to those at home so that each group could evaluate them and ask questions of the other groups .
In the second week , each group classified a selection of mixtures , including those collected and presented by pupils at homes , such as hair gel , toothpaste and ketchup , and jars of salt , chalk and oil mixed with water provided in school . They then worked as a group to decide how to separate a mixture of salt and sand . They contributed their ideas to a class discussion , and as a class , managed to expand on their original ideas and come up with a workable method . After I demonstrated how to fold filter paper , the pupils in class demonstrated this to those at home so that they could include it in their method . Twenty-four hours on a sunny windowsill was sufficient to produce some impressive salt crystals ( shared with those at home ), and a few drops of distilled water in still made from cling film draped over two beakers . For the chromatography of pen inks , pupils in school relayed the method I had demonstrated to those at home who had to write it up . Pupils at home and in school worked together to decide what the chromatogram showed and contributed ideas to a class discussion .
Overall
The pupils were brilliant ! They were excited to be doing their first practical work in secondary school . Collaboration was excellent , and those in school knew that they would be at home next week , so they did their best to include those at home . It was easy to manage , thanks to the support from the technicians .
Implications for future practice
Blended classroom teaching , as described by Claire above , has also demonstrated the importance of clear and well-structured instructions to pupils . Hence , as well as the need for support and training for pupils and their parents , there is also a need for further teacher professional development . Teacher educators should consider how these emerging digital pedagogies can be incorporated into Initial Teacher Training curricula . As inexperienced teachers may be entering the science teaching profession this year with less confidence than usual , it may also be necessary to provide effective subjectspecific mentoring and coaching in their first teaching roles . However , earlycareer teachers are often full of ideas that we can all learn from as they inject fresh energy into any department . We should work to encourage such trailblazers and changemakers into the profession . They will be known as the first cohort of trainee teachers to have had a real initiation of fire into teaching , with significant experiences of incorporating blended learning activities into the classroom .
Claire Khaliq , MSc , MA , CSciTeach . Claire has taught science in Pakistan and the U . A . E . for many years , focussing particularly on developing students ’ investigative skills . She currently provides specialist support for science teachers whose students have English as an additional language and is a PGCE student at University of Birmingham Dubai .
Noshaba Anbreen , BSc , PGCE , MEd . As a Teacher Education lecturer at the University of Birmingham Dubai , Noshaba supports prospective and early career teachers in critically exploring the relationship between pedagogy , policy and practice on PGCEi and MA Education programmes . She is currently pursuing a PhD exploring digital pedagogy in teacher education and also has research interests in STEM Education .
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