Making the implicit explicit: Reactions to chemistry report writing and collaborative learning

One of the collaborations I’m involved with through the Information Literacy Spaces research project, Jess is one of the teachers in our Science department and is so open to ideas and working with others. I hope to get her to collaborate on another blog post about the working we’re doing with Year 7 Science, alongside Heather, a very experienced Science teacher.

Information Literacy Spaces

Visible Learning Hattie

It’s fair to say that when I left teachers college three years ago I had greatly underestimated how much focus there would be on teaching literacy strategies. As a science specialist, I had been taught some scientific literacy, but mostly it was theory-based or examples given during lectures of other peoples teaching practice. As a learner, I find it a lot easier to implement new techniques into my teaching if I can watch or talk to someone who is already giving it a go. This made it difficult to know where to start when I came to realise just how much support my students needed with literacy.

Before Southland Boys’ High School became involved in the Information Literacy Spaces research, I was already working with our amazing librarian Senga White, as well as English teachers on different literacy strategies for junior science. When Senga approached me about the new project…

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