Practical: Grinding Frustration

docendo discimus

I’ve seen a lot of trainee teachers knacker lessons up with a well run, but ultimately pointless, practical. Whole-class practicals, in particular, are massively time-consuming with many filling an entire lesson. If all that has been learned in that time is “It went blue, sir” then I don’t think that’s good enough.

The problem is usually a confusion over learning objectives. My previous blog set out the way I see learning objectives in relation to practical work but I’ll recount an example. I went to visit a promising trainee teacher a few years ago; the lesson was part of a unit on separation techniques I think; this was certainly part of a sequence on chromatography. When I looked at the lesson plan, saw that it was mainly going to be chromotography of pigments from leaves, and that the learning objective was “To separate leaf pigments by chromatography” I tried…

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About teachingbattleground

I teach
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