4.1 Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities.
My key approach to encourage participation and engagement is to MAKE LEARNING FUN! While teaching Year 8 chemistry during my second practicum I was required to teach students about atomic structure. I remembered this being a very dry subject and knew that I needed to be creative in order to engage the students. I showed the students a short youtube clip that briefly explained the concept and had a brief discussion in order to clarify anything the students may have been confused about after watching the video. I then took the class outside. I had prepared several large print-outs of sub-atomic particles: protons, neutrons, and electrons. The class was randomly split into two teams and given a pile of the different sub-atomic particles. Each team had a printed Periodic Table. I would then call out an element and the students would then have to figure out the correct number of protons, neutrons, and electrons. Next students would become one of the particles and role play the selected element. The first team to form a nucleus with the correct number of protons and neutrons, and have the correct number of electrons orbiting the nucleus would win. I have found that by combining elements of cooperation and competition, especially where students are actively involved is a great way to maximise participation and engagement. The kids absolutely loved this activity and every one of them did exceptionally well when tested on the subject.
My key approach to encourage participation and engagement is to MAKE LEARNING FUN! While teaching Year 8 chemistry during my second practicum I was required to teach students about atomic structure. I remembered this being a very dry subject and knew that I needed to be creative in order to engage the students. I showed the students a short youtube clip that briefly explained the concept and had a brief discussion in order to clarify anything the students may have been confused about after watching the video. I then took the class outside. I had prepared several large print-outs of sub-atomic particles: protons, neutrons, and electrons. The class was randomly split into two teams and given a pile of the different sub-atomic particles. Each team had a printed Periodic Table. I would then call out an element and the students would then have to figure out the correct number of protons, neutrons, and electrons. Next students would become one of the particles and role play the selected element. The first team to form a nucleus with the correct number of protons and neutrons, and have the correct number of electrons orbiting the nucleus would win. I have found that by combining elements of cooperation and competition, especially where students are actively involved is a great way to maximise participation and engagement. The kids absolutely loved this activity and every one of them did exceptionally well when tested on the subject.