COD 2015 - S517

Cambridge Learner Workshop in Science

The seminars are primarily aimed at those who teach learners’ aged between 9 – 18 years. Delegates who attended previous workshops have enjoyed the interactive format and the opportunity to meet fellow Cambridge science teachers.

1 sessions, start: 23-Feb

Course detail

Year: 2015
Level: Secondary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Dr. Mark Winterbottom
Print course
ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 400.00

Sessions

Sessions Dates Start Finish
1 23 February 2015 09:00 am 05:00 pm

Facilitator/s

Mark Winterbottom

Dr. Mark Winterbottom is a lecturer in science education at the University of Cambridge. He trains secondary science teachers and teachers on the Masters in Education. He has authored a number of text books and books for teachers. Some of Mark’s recent work has focused on using ‘assessment for learning’ strategies in science lessons and on using new technologies to support children’s learning in science.
The seminars are primarily aimed at those who teach learners’ aged between 9 – 18 years. Delegates who attended previous workshops have enjoyed the interactive format and the opportunity to meet fellow Cambridge science teachers.
Dr Mark Winterbottom, a leading specialist of the University of Cambridge’s Faculty of Education, will run the seminar and explore with principals, heads of department and science teachers how to implement learner-centred techniques in science lessons.
The workshop will look at:
• how learners can be helped to explore science in depth and in context, while still covering the required curriculum
• alternatives to accelerating students through curriculum
• highlighting a variety of approaches to challenge, focus and extend students’ learning, including using new technologies.
The seminar will include a mix of educational theory and practical methodology. Teachers will learn how to make science fun and how to truly engage their learners in how science works.
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