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Professional Development - Using mobile devices to turn students into scientists

This full day professional development course in science and maths for STEM teachers (years 3-12) focuses on enhancing teacher understanding surrounding hypothesis testing, experimental design, and statistical analysis while providing teachers with specific content knowledge associated with the NSW Syllabus.

Please join Michael for Arludo's first NESA Accredited professional development course for proficient teacher accreditation.

This full day professional development course in science and maths for STEM teachers (years 3-12) focuses on enhancing teacher understanding surrounding hypothesis testing, experimental design, and statistical analysis while providing teachers with specific content knowledge associated with the NSW Syllabus. Teachers will learn to use four different mobile applications created by Arludo to engage students in scientific inquiry and will gain an understanding of how to encourage students to think scientifically and mathematically. Teachers will also learn how to moderate the difficulty for students of any grade and level. Participants will leave with all the digital and physical resources needed to successfully implement this course in their classroom.

Completing Using mobile devices to turn students into scientists will contribute 6 hours of NSW Education Standards Authority (NESA) Registered PD addressing 3.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

We would like to hold this event in locations throughout NSW for any interested teachers. If you are interested in attending, please fill in this form (https://goo.gl/forms/dSFAXj7VJQTvtXfd2) to let us know. We'll then get in touch to organise an event.

Spread the word to your colleagues and we'll go as far as we need to help as many teachers as we can!

Sample feedback from Michael's CONASTA67 workshop

I am a presenter, science communicator and trainer so have high expectations for presenters -- fantastic! Thank you!

Michael clearly demonstrated the best way to use the apps and how the apps can be used for multiple benefits - not only for teaching content, but for teaching skills.

Great, passionate presenter. Demonstrated a great way to explain difficult concepts introduced through play and then contextualising and expanding.

Very interactive and could see I was shown the value on how these apps could be used in the classroom -- very collaborative.

Of the 20 teachers that provided feedback:

  • All 20 stated they would use Arludo products with their class this year.

  • 18 rated Michael's workshop 5/5 and 7 rated it 4/5.

Potential schedule

30 min: Intro and meet and greet

30 min: Discussion - How to excite your students about science and why that’s important

45min: Playing Blue Steal - Engaging ways to teach the evolution of mating strategies, mate choice and preference, and how information spreads through populations

10 minute break

45min: Playing Eat Prey Live - How to teach evolution in less than 15 minutes with students acting as predators

1 hour Lunch

45min: Playing Xenon Crowe - Understanding how ecology and predation pressures shape prey and predator learning

10 minute break

45min: Reservoir Crabs – How augmented reality can help teach experimental design, data collection and statistics

10 minute break

1 hour: Time for discussion, reflection, feedback, and a summary of the day

NSW Syllabus connections

Stage 2

Working Scientifically

Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken ST2‑4WS

Living World

Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features ST2‑10LW

Describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of living things ST2‑11LW

Stage 3

Working Scientifically

Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations ST3‑4WS

Living World

Describes how structural features and other adaptations of living things help them to survive in their environment ST3‑10LW

Describes some physical conditions of the environment and how these affect the growth and survival of living things ST3‑11LW

Stage 4

Working Scientifically

Questioning and Predicting - identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge SC4‑4WS

Planning investigations - collaboratively and individually produces a plan to investigate questions and problems SC4‑5WS

Conducting Investigations - follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually SC4‑6WS

Processing and Analysing Data and Information - processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions SC4‑7WS

Problem Solving - selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems SC4‑8WS

Communicating - presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations SC4‑9WS

Living World

Relates the structure and function of living things to their classification, survival and reproduction SC4‑14LW

Explains how new biological evidence changes people's understanding of the world SC4‑15LW

Stage 5

Working Scientifically

Questioning and Predicting - develops questions or hypotheses to be investigated scientifically SC5‑4WS

Planning investigations - produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively SC5‑5WS

Conducting Investigations - undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively SC5‑6WS

Processing and Analysing Data and Information - processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions SC5‑7WS

Problem Solving - applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems SC5‑8WS

Communicating - presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations SC5‑9WS

Living World

Analyses interactions between components and processes within biological systems SC5‑14LW

Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society SC5‑15LW

Stage 6 Biology

Working Scientifically

Questioning and Predicting - develops and evaluates questions and hypotheses for scientific investigation BIO11/12-1

Planning investigations - designs and evaluates investigations in order to obtain primary and secondary data and information BIO11/12-2

Conducting Investigations - conducts investigations to collect valid and reliable primary and secondary data and information BIO11/12-3

Processing and Analysing Data and Information - selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media BIO11/12-4

Analysing Data and Information - analyses and evaluates primary and secondary data and information BIO11/12-5

Problem Solving - solves scientific problems using primary and secondary data, critical thinking skills and scientific processes BIO11/12-6

Communicating - communicates scientific understanding using suitable language and terminology for a specific audience or purpose BIO11/12-7

Module 3: Biological Diversity

Describes biological diversity by explaining the relationships between a range of organisms in terms of specialisation for selected habitats and evolution of species BIO11-10

Module 4: Ecosystem Dynamics

Analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem BIO11-11

Module 5: Heredity

Explains the structures of DNA and analyses the mechanisms of inheritance and how processes of reproduction ensure continuity of species BIO12-12

Stage 6 Investigating Science

Working Scientifically

Questioning and Predicting - develops and evaluates questions and hypotheses for scientific investigation INS11/12-1

Planning investigations - designs and evaluates investigations in order to obtain primary and secondary data and information INS11/12-2

Conducting Investigations - conducts investigations to collect valid and reliable primary and secondary data and information INS11/12-3

Processing and Analysing Data and Information - selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media INS11/12-4

Analysing Data and Information - analyses and evaluates primary and secondary data and information INS11/12-5

Problem Solving - solves scientific problems using primary and secondary data, critical thinking skills and scientific processes INS11/12-6

Communicating - communicates scientific understanding using suitable language and terminology for a specific audience or purpose INS11/12-7

Module 1: Cause and Effect – Observing - identifies that the collection of primary and secondary data initiates scientific investigations INS11-8 (Related Life Skills outcomes: SCLS6-1, SCLS6-3, SCLS6-4, SCLS6-8)

Module 2: Cause and Effect – Inferences and Generalisations - examines the use of inferences and generalisations in scientific investigations INS11-9 (Related Life Skills outcomes: SCLS6-1, SCLS6-2, SCLS6-4, SCLS6-9)

Module 3: Scientific Models - develops, and engages with, modelling as an aid in predicting and simplifying scientific objects and processes INS11-10 (Related Life Skills outcomes: SCLS6-2, SCLS6-3, SCLS6-4, SCLS6-10)

Module 4: Theories and Laws - describes and assesses how scientific explanations, laws and theories have developed INS11-11 (Related Life Skills outcomes: SCLS6-5, SCLS6-6, SCLS6-7, SCLS6-10)

Module 5: Scientific Investigations - develops and evaluates the process of undertaking scientific investigations INS12-12 (Related Life Skills outcomes: SCLS6-1, SCLS6-2, SCLS6-3, SCLS6-11)

Module 6: Technologies - describes and explains how science drives the development of technologies INS12-13 (Related Life Skills outcomes: SCLS6-1, SCLS6-2, SCLS6-4, SCLS6-12)

Module 7: Fact or Fallacy? - uses evidence-based analysis in a scientific investigation to support or refute a hypothesis INS12-14 (Related Life Skills outcomes: SCLS6-4, SCLS6-5, SCLS6-6, SCLS6-7, SCLS6-13)

Module 8: Science and Society - evaluates the implications of ethical, social, economic and political influences on science INS12-15 (Related Life Skills outcomes: SCLS6-5, SCLS6-6, SCLS6-7, SCLS6-14, SCLS6-15)