## 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. Find out more or email ecpl@iop.org.

### 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.