Différences

Ci-dessous, les différences entre deux révisions de la page.

--- teaching:adamboxer-approche_pas_a_pas_des_travaux_pratiques [2022/02/28 03:46] – créée villersd
+++ teaching:adamboxer-approche_pas_a_pas_des_travaux_pratiques [2022/03/02 10:23] – villersd
@@ Ligne 1: / Ligne 1: @@
 ====== Approche pas à pas des travaux pratiques ======
-  * Source : Adam Boxer, 2020 : [[https://edu.rsc.org/ideas/practicals-why-you-should-take-them-slow/4012186.article|Take a walk on the slow side - Try this step-by-step approach to practical work and see students’ learning improve]]
+  * Source : Adam Boxer, RSC Education, 2020 : [[https://edu.rsc.org/ideas/practicals-why-you-should-take-them-slow/4012186.article|Take a walk on the slow side - Try this step-by-step approach to practical work and see students’ learning improve]]
+    * voir aussi : [[https://www.johncattbookshop.com/teaching-secondary-science-a-complete-guide|Teaching Secondary Science: A Complete Guide]] Adam Boxer, John Catt Bookshop, 2021 ISBN: 9781913622787
 <blockquote>Essayez cette approche pas à pas des travaux pratiques et voyez l'apprentissage de vos élèves s'améliorer.
@@ Ligne 30: / Ligne 31: @@
+----
+CHAPTER 39 THE SLOW PRACTICAL, Adam Boxer, 2021
+Sarah's class are due to be preparing copper sulfate by first reacting copper oxide with sulphuric acid and then separating the solution by evaporation. Sarah has set up her lab so that she has a 'demo desk' for her to model each step of the practical:
+Student desks | demo desk | Sarah's walking route
+First, she gathers students to the demo desk, where she has all her equipment in a tray along with a couple of mini-whiteboards.
+'Today we are going to be carrying out a reaction to make copper sulfate [writes 'copper sulfate' on a MWB and holds it up to the students]. Based on what we have learnt about acids, what acid do you think we need to use to make copper sulfate ?... Good, sulphuric acid. [adds 'sulphuric acid' to the MWB and constructs a skeleton word equation so it now reads '_______ + sulphuric acid → copper sulfate + _______']. What do we think the other reactant is?... Good, we could use just pure copper, but it's difficult to get that reaction to work. Instead, we will use copper oxide ['copper oxide + sulphuric acid → copper sulfate + ______']. What will our other product be?... Good, water ['copper oxide + sulphuric acid → copper sulfate + water'].
+I have here some copper oxide and some sulphuric acid [holds up the copper oxide]. This is copper oxide. Can anyone describe its appearance to me?... This is sulphuric acid; can anyone describe its appearance to me?... There are a couple of hazards involved with these two substances... [gives safety information and checks for understanding].
+Good. Now, without talking, I'd like everyone to very quickly go back to their place, stand behind their bench and turn to look at me... Can someone repeat those instructions back to me... Jimmy?... Good... now, off you go.'
+Sarah remains in her position and waits for the students to carry out her instructions.
+'You are going to be working in pairs, and each of you will have different jobs. One of you is called 'A' and the other is 'B'. I'm going to quickly point at everybody who is an A...
+All right. Put your hand up if you are an A... excellent. When I say go, if you are an A you are going to go and get the sulphuric acid and copper oxide. Put your hand up if you are a B... good. When I say go, you are going to first tidy up your desk so all books are closed and clear, then you are going to get goggles. So A will go get copper oxide and sulphuric acid, and B will tidy the desks and get goggles. Please repeat the instructions back to me... David?... OK, and go.'
+Sarah waits in position and scans the room. Students quickly get back to their benches, and from her position she says:
+'Great, well done everyone. Well done to Simi for putting her goggles on... [all other students now put them on]... I'm just going to quickly walk down the side of the room to see that everyone has done what I wanted. I don't want a word while I do that...'
+[Sarah follows her walking route, and at the end of each row quickly scans down the row looking at the equipment, All the students are still and quiet, and the equipment is all laid out in the prescribed manner, making it extremely easy for Sarah to spot anything that is out of place. Sarah returns to the demo desk.]
+'...There are a few of you who have left your chair in the middle of the path between desks; please put them under... Good, now without a word everyone back to the demo desk... [students return].
+'Can someone tell me why it's important to keep our chairs under the desk and not in the middle of the path?... [discusses safety with group]...
+'The next step of the practical is to measure out our acid. For this we are going to use this [holds up a measuring cylinder]. Can someone remind me why we use these?... And someone remind me of the hazard involved... I need to measure out 20 cm³. That's the same as 'mill' so if your cylinder says `mL' [shows on MWB 'cm³ = mL'] then don't worry: that's the same. So when I tell you to go - and not a second before - you are going to get 20 cm³ into your cylinder, then pour that into the beaker, then straight back here... What volume are we going to pour?... Good. First, watch me do it... OK, that's all done. Someone remind me what you are going to do when I say go... Good, now go.'
+Sarah stays in her position and scans the room as the students return.
+'`Well done, looks good. I would like everybody to turn around though, and look at Mike's desk. What isn't safe about Mike's desk?... Yeah, that's right. The acid is right at the edge of the desk, which means someone could easily knock it off. Mike, just quickly go back and put it in the middle of the desk...'
+**Comments**
+In this lesson, Sarah expertly demonstrates a technique called **The Slow Practical**. The idea behind **The Slow Practical** is to break down the practical into smaller steps, and intertwine student practical activity with teacher demonstration. Sarah's actions here bring a number of benefits:
+  * No step is unmanageable for the students, and it is a lot easier for them to mimic what Sarah has done than it is to follow a complex written instruction.
+  * Because all students are roughly doing the same thing at the same time, it's very easy for her to spot errors or sources of risk.
+  * Sarah follows the **wood → trees → wood DOT** as she can clearly explain to students what it is they are going to be doing at the outset, and then link that framing at each point when she demonstrates the next step.
+Most importantly, it allows her to direct students to thinking about the actual practical. later on during this particular practical, she might ask questions like:
+  * How can I tell a chemical reaction has taken place?
+  * Why is there some copper oxide left at the bottom?
+  * has the copper oxide dissolved?
+  * Why do I want to make sure it doesn't get too hot?
+  * When I filter it, what is the residue?
+  * Why does the copper oxide get left behind during filtering?
+**The Slow Practical** frees teachers from the busy chaos of the traditional practical lesson — a chaos where students are often highly engaged but learning little. Crucially, it can be deployed with pretty much any purpose you might have for conducting a practical. Even if a teacher is intending to allow students to discover some scientific precept for themselves or to establish an unknown correlation or relationship, taking a **Slow Practical** approach enables them to remove all of the surrounding details that can distract the students from the science itself.
+Importantly, the word 'slow' relates to the approach and mindset involved, rather than the time it takes. I have found that practicals take roughly the same amount of time when done via **The Slow Practical** compared with a traditional practical. Their is less bumbling, less wandering round the room looking for equipment, much less mess, much smaller chance of accident, and in my experience there is also a much higher success rate (i.e. more students achieve the desired outcome).
+<note tip>
+Chapter take-homes:
+  * Whatever the practical's purpose, **The Show Practical** is an extremely powerful tool for deliveling it.
+  * Use the staggered approach to not only help students carry out technically demanding techniques but also help them focus on the scientific content involved.
+</note>
+===== Traduction =====