# Early career teaching CPD videos

CPD for 11-14 14-16 16-19

The videos below aim to help you get the most from your first years of teaching, offering support in physics pedagogy, subject knowledge, inclusion, and more.

| Video |
---|---|

Maths in Physics | Maths and language |

Teaching and learning | |

Some issues with algebra | |

Assessment in Physics | Types of assessment |

Questioning | |

Feedback | |

Inclusion in Physics | Inclusive teaching techniques |

Science capital teaching approach | |

Participation in physics | |

Misconceptions in Physics | Introduction |

Addressing misconceptions: thought experiments and refutation texts | |

Addressing misconceptions: bridge analogies and systems thinking | |

Practical Work in Physics | Purpose and attention |

Research | |

Pragmatic considerations and planning | |

Cognitive Load | Introduction and application to physics teaching |

Classroom strategies for problem solving | |

Using diagrams and images effectively | |

Literacy in Physics | Everyday words |

Explanations | |

Expressions | |

Modelling in Physics | Introduction |

Modelling for a purpose | |

Sequencing Lessons | Sequencing in a lesson |

Sequencing lessons across a topic |

##### Maths and language

Mark explores the challenges with using mathematical language and considers how the language of units can improve students' understanding of physics.

##### Teaching and learning

Mark tackles the issues both students and teachers face when dealing with maths in physics.

##### Some issues with algebra

Mark weighs up the pros and cons of different algebra methods including the triangle method, function machines and the balance method.

##### Types of assessment

Daisy introduces different types of assessment and what they are used for.

##### Questioning

Daisy explains how we can use questions to deconstruct preconceived ideas and rebuild the correct ones, as well as how to use summative assessment in a formative way.

##### Feedback

Daisy looks at effective feedback strategies, including using meaningful comments and targeted practical work feedback.

##### Inclusive teaching techniques

Saša elaborates on some inclusive teaching tips, giving advice, examples and considerations.

##### Science capital teaching approach

Daisy demonstrates how to increase engagement and participation through relating the content to students' everyday lives.

##### Participation in physics

Daisy identifies some barriers to participation and explores approaches to tackle these, such as making the physics relevant.

##### Misconceptions introduction

Carole explains what misconceptions are and gives an overview of strategies for preventing and addressing them.

##### Addressing misconceptions: thought experiments and refutation texts

Carole details a way to address misconceptions in students using a common example in forces.

##### Addressing misconceptions: bridge analogies and systems thinking

Carole explores two helpful strategies for preventing misconcpetions which utilise scaffolded modelling and metacognition.

##### Purpose and attention

James considers procedural and conceptual demand and explains, using examples, how we can steer students along in practical lessons.

##### Research

James describes different research ideas and how they can be used in practical lessons, including linking the domain of ideas to the domain of observable things.

##### Pragmatic considerations and planning

James demonstrates how to use the ideas from the previous two videos in practical lesson planning.

##### Introduction and application to physics teaching

Ben explores how cognitive load applies to physics teaching.

##### Classroom strategies for problem solving

Ben details different strategies you can use in your classroom to support your learners become better problem solvers.

##### Using diagrams and images effectively

Ben describes how using images affects cognitive load and how to use them more effectively in your classroom

##### Everyday words

Daisy explores physics-specific, common language words, providing examples of incorrect uses and the correct way to tackle these.

##### Explanations

Daisy highlights some techniques we can use to help students develop good physics explanations.

##### Expressions

Daisy looks at how we use language to express relationships and laws in physics.

##### Modelling: introduction

Ian discusses the misconceptions students hold around models in physics.

##### Modelling for a purpose

Ian describes ways to help students choose the right model for a particular purpose.

##### Sequencing in a lesson

Alessio and Sue explore the different areas to consider when sequencing a lesson, providing an exemplar outline

##### Sequencing lessons across a topic

Eleanor and David delve into the medium term planning needed to deliver a short series of lessons

These videos have been produced as part of the Early Career Professional Learning (ECPL) programme, which offers targeted support for early career teachers.

### Further reading

##### Maths in Physics

An overview of ideas in mathematics and where they are used in science;

Language of Mathematics in Science - ASE Guide.pdfAn outline of different ways that science and mathematics departments have worked together, illustrating various teaching approaches with examples;

Language of Mathematics in Science - ASE Teaching Approaches.pdfA summary of content in KS3 and KS4 maths lessons and inconsistencies between terminology and approaches in maths and science;

Pearson Guide to Maths for Scientists.pdf##### Practical Work in Physics

Abrahams, I., & Reiss, M. J. (Eds.). (2017). *Enhancing Learning with Effective Practical Science 11-16*. Bloomsbury.

Millar, R. & Abrahams, I. (2009). Practical work: Making it more effective. *School Science Review*, 91(334), 59-64.

Millar, R., Le Maréchal, J. & Tiberghien, A. (1999) 'Mapping' the domain - varieties of practical work. In J. Leach & A. Paulsen (Eds.), *Practical work in science education: Recent research studies* (pp. 33-59). Roskilde University Press.