Team member(s): Kate McInerney
Question or focus area: How can the Spirals of Inquiry approach help to increase retention of skills of knowledge long term in Science?
Question or focus area: How can the Spirals of Inquiry approach help to increase retention of skills of knowledge long term in Science?
Scanning
I carried out pupil voice with a sample of pupils (11 in total) across Year 3 (64 pupils). They were from a range of abilities. What became apparent was children struggled to articulate current learning especially in science. There was a lack of scientific vocabulary being used and retention of knowledge. Only the WOW elements of the lessons were remembered.
Focus
My focus is to increase retention of scientific vocabulary, knowledge and skills in the area of science. To move knowledge from the STM to the LTM.
Hunch
Based on pupils struggling to articulate their learning since the beginning of the academic year in science.
New professional learning
Training on increasing vocabulary retention in reading. Training on the power of anchor tasks in maths for recalling of prior knowledge to help build new learning.
Online STEM course on increasing skills in science. Adapted to science and found they were all very effective.
Online STEM course on increasing skills in science. Adapted to science and found they were all very effective.
Taking action
Key scientific word to be taught at the beginning of each lesson – linked to main learning – by repeating word in different voices, definition given, pictures shown to help understanding or video, put in context of school, home and sport, given two activities to embed new learning.
Anchor task / concept cartoon / provocation / open ended question where children must discuss their ideas based on prior knowledge in preparation for adding new knowledge.
Investigation being key to lessons and child led as much as possible (practical) to test their prior knowledge / change misconceptions / add new knowledge.
Anchor task / concept cartoon / provocation / open ended question where children must discuss their ideas based on prior knowledge in preparation for adding new knowledge.
Investigation being key to lessons and child led as much as possible (practical) to test their prior knowledge / change misconceptions / add new knowledge.
Checking
Pupil voice after a month of the new approach showed all pupils now using scientific vocabulary to discuss their learning and explaining what they have covered. When talking to children in year 3 there is an increase in excitement about science.
‘We were trying to insulate the ice. Make it cold.’ – Muhayya
‘It decomposed … it rotted’ – Viet
‘We were trying to insulate the ice. Make it cold.’ – Muhayya
‘It decomposed … it rotted’ – Viet
Reflections/Advice
Increase in vocabulary used and engagement in the subject but prompting or pictures sometimes needed to remind them of learning.
More research on how move STM into LTM – apply – then pupil voice to see impact.
More research on how move STM into LTM – apply – then pupil voice to see impact.
