Essay

Good teaching and learning in science and technology are important parts in making a motivating
and inspiring teacher. It is through quality teaching practises and activities that define the level of
educational outcomes we achieve for our students. Great teaching is achieved through,
continuous learning and updating of knowledge, always learning more and encouraging their
students to do the same. Additionally the implication of frameworks assists in the greater
development of students through outlined processes leading to detailed learning. Lastly the use of
collaborative learning and discussion between students and teacher is needed to extend the
learning of students’, as well as to teaching the skills, tools and strategies to work effectively with
others.

“Teachers’ work is learning work” (Groundwater-Smith, 2007, p.46), continuous learning and
developing of knowledge is a crucial practise that I as a teacher will impose in my teaching career
to become an inspiring and motivating teacher. As to do my job effectively and give my students
every chance to excel, I must continue to excel myself. Without a thorough understanding of
science and technology, how can I expect my students to learn how to build an electrical circuit,
or how to use a scale and apply it to floor plans? An example of how I would apply continuous
learning in my teaching to better impart knowledge on my students, is like how Jim, when we
were building our model houses, researched new innovative technology in the field of
sustainability, so that he was always one step ahead of us. He was never surprised by our new
findings, and always had something to add, teaching us something new again. This is how I
would use my continuous learning, so that I to could help my students grow endlessly, furthering
their knowledge. Even when students have learnt something new, we as teachers can help to
develop their understanding, by helping them to test their ideas more rigorously and review their
past experiences in the light to any change made to their ideas (Harlen: 1993).
Another important teaching practise which should be used into becoming a great teacher is the
use of frameworks. Frameworks allow teachers to create a structure of learning in the classroom
and identify what their students already know, and where they want to be at the end of the unit.
Frameworks allow students to explore their prior knowledge and consider what they would like
to learn on a topic. The K-W-L-H framework organiser is an example of a framework that I
would use in my classroom, as it is a highly effective framework that allows students to reflect
individually before sharing what they have learnt with their peers. K-W-L-H stands for; what they
KNOW, what they WANT to learn, what they have LEARNT, and HOW they have learnt it
(Victorian Curriculum and Assessment Authority: 2007). Through using a framework such as
K-W-L-H, I would be able to effectively run a class that is coherent and collaborative, working
together as a team to learn through activities which are purposeful, appropriate, challenging,
cooperative and rewarding (Board of Studies NSW: 2000).

Lastly the practise of collaborative learning and discussing in class between students, the
individual student and teacher, is highly important to the productive relationship between all class
members and the wellbeing of the students’ education. This results in the development of a great
motivating and inspiring teacher. Collaborative learning and discussion helps to develop students’
greater understanding of topics, as well as the acquisition of skills, tools and strategies to work
effectively with other group members. These skills are highly useful and serve not only in the
classroom but also out in the real world, when in the work force. An example of the style of
collaborative learning, in which I plan to exercise in my class, is the collaborative discussion of
criteria setting for assessments. This is highlighted by the example of Jim in our science and
technology classes, where he involves the whole class in discussing what, we as a class want in
the marking criteria for our assessments. This was used for both assessments 1 and 3, and
allowed students to have their say, by expressing their opinions as well as creating a sense of
belonging, with student voices being heard and considered in the decision making process. This
communicated to them the fact that their ideas were valued, and encouraged them to
communicate regularly again (Harlen & Elgstgeest: 1993).
This sense of belonging and inclusion significantly increases students self esteem and confidence,
leading to improved efforts in class activities and assessments, because how students feel about
their learning in science and technology, whether negative or positive has a consequence on
whether they reach their potential or not (Hein & Price: 1994). Thus this is why I believe
collaborative learning and discussion is highly important, and I plan to practise it in my class.

In conclusion teaching and learning in science and technology is highly important, and a good
teacher in science and technology makes a great teacher in general. How we as teachers
contribute to the learning of our students through teaching practises and activities, defines the
level of greatness we have achieved. Great teaching is achieved through, continuous learning and
developing of knowledge, the application of frameworks in the classroom to assist in the greater
development of students and lastly using collaborative learning and discussion to extend students
further. This is what I will implement in my classroom, so that I can become a great teacher!

References
Board of Studies NSW. (2000). Science and Technology Syllabus (pp. 9-12). Sydney: Board of
Studies.

Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2007). 'The changing nature of teachers'
work' (Chapter 2) in Teaching: challenges and dilemmas (3rd Ed.). Sydney: Thomson.

Harlen, W. (1993). The teacher’s role. In Teaching and Learning Primary Science (2nd Ed.).
(pp.116-136). London: Paul Chapman Publishing.

Harlen, W. & Elgstgeest, J. (1993). Encouraging and handling children’s questions. In Unesco
Sourcebook For Science In The Primary School (pp. 95-110). Paris:UNESCO.

Hein, G. & Price, S. (1994) Interpreting children’s work. In Active Assessment for Active
Science: A Guide for Elementary School Teachers (pp. 87-110). Portsmouth NH:
Heinemann

Victorian Curriculum and Assessment Authority. (2007). Support materials. Retrieved May 12,
2008 from http://vels.vcaa.vic.edu.au/index.html