Thinking, Doing, Talking Science
Thinking, Doing, Talking Science is a teacher training intervention which aims to make science lessons in primary schools more practical, creative and challenging. Teachers are trained to develop and teach challenging, enquiry-based science lessons that incorporate more practical activities, deeper thinking and discussion, and sharply focused recording.
The intervention works on the premise that science lessons which are most successful at engaging and motivating pupils and raising their attainment feature more practical activity, deeper thinking, more discussion, less (but more focused) writing and more questioning. Teachers are trained in strategies that aim to encourage pupils to use higher order thinking skills. For example, pupils are posed ‘Big Questions’, such as ‘How do you know that the earth is a sphere?’ that are used to stimulate discussion about scientific topics and the principles of scientific enquiry.
The intervention comprises a series of professional development sessions, support, and resources for primary school teachers. Rather than teaching science simply as a body of facts to be learned, the approach emphasises the principles of scientific inquiry: how to ask good questions and design simple experiments to find out the answers. The aim is not to provide a set of ‘off-the-shelf’ lesson plans to be delivered in schools; rather it is to make teachers more creative and thoughtful in planning their science lessons and to equip them with a repertoire of strategies and ideas that they can use and adapt to suit their context.
The intervention is run as a four day course for teachers with dates for 2019/2020 available in Oxford and York, contact the provider for details.