STAT - TSTS - 2007 Judges Comments - Computer Presentations, Photographic Essays, Science Games and Working Models

Judges’ Comments: TSTS August 2007.

Computer Presentations, Photographic Essays, Science Games and Working Models

General Comment:

When many students from the same school submit entries with a similar overall “look” one might say that the teacher is doing too much. OR…

We can say that the teacher is only doing their job, in suggesting (perhaps through group brainstorming) a good way of presenting the work for maximum impact. Is this not similar to teaching the best way to use, for instance, a burette or any piece of science equipment?. Learning isn’t always about reinventing the wheel. An old saying reinforces this: “If I am able to see further than others, it is because I am standing on the shoulders of giants who have come before me”. This in itself is an essential lifeskill in learning from which students can gain much.

Computer Presentations: (see also Comments 2006)

In judging these this year, it was pleasing to note that teachers (and students?) had taken on board the Judges Comments from last year, and the standard was generally much improved.

The outward presentation was more professional, often with computer-generated disc covers (but be wary! There must be no bubbles on disc label as this makes it difficult to read), and acknowledgement of sources was excellent. Topics were generally more in-depth on a specific aspect of the topic, rather than disjointed unconnected facts and images. The students obviously enjoy making these, and the CD makes a wonderful endpoint for their learning which they can keep and share with pride, further enhancing their learning.

Basic technical skills must be good or the viewer is distracted from the information. Photos MUST be sharp, voice-overs must be clear and audible and not trail off at the end of sentences, and all spelling correct. Be wary of over-use of bouncy moving text, and gimmicky lead-ins, as they can become tiring to the viewer.

This is a great opportunity to integrate new IT skills. Some teachers used it to show their students a format for a simple interactive website, or use of sequential overlays (eg. showing progressive loss of sea-ice) or skills for producing a video, or incorporating voice-overs, whether human, penguin or seal!

Teaching such new skills as part of the TSTS journey, should not be considered as “cheating”. After all, teaching is all about modelling new information and skills and helping students reach new heights. This is to be encouraged!

It was particularly pleasing to see some teachers prepare a rubric, using the stated judging criteria, to get the students to self-evaluate their work. Students could even be encouraged to develop their own rubric and thus keep on track and strive for an even higher standard. Remember to reinforce the importance of the science content ! This is critical!!

Please ensure each student’s disc, entry form and any supplementary notes are in a separate envelope or plastic pocket.

Photographic Essays: (see also Comments 2006)

The student must first decide what aspect of “Antarctica” they intend to portray in their entry. There was a good spread of topics, suggesting teachers were “spreading” the different aspects across the class so they could share their ultimate learning. Photographic portrayal of some related experiments (e.g. temperature effects of “huddling”, using a group of students rather than penguins) produced excellent entries and no doubt reinforced concept learning greatly too. It is best to first plan the storyline, so that they can then plan the specific photos to depict the story graphically.

Overall size SHOULD NOT BE GREATER THAN A2 (not A1 as mentioned in 2006), to limit damage in transit and to allow display of more entries.

Though science content is the fundamental first criterion, presentation is very important, with a contrasting backing sheet and computer-generated headings etc essential for maximum impact. Please ensure photos are stuck on well: it is disappointing to receive entries damaged through lack of glue!

Science Games: (see also Comments 2006)

These may be on any topic, but time spent first on brainstorming the scientific concept to be demonstrated, with related ideas and consequences, is time well spent. If the game is made on a topic currently being studied, students are more likely to incorporate more facts and learning. Encourage students to research more aspects of their concept, to enhance learning outcomes and interest for players.

Presentation is VERY important, and rules must be specifically and logically explained. The rules should not be printed on the back of the board (too difficult to follow or refer to). Questions are best as multiple choice, so there’s no contentious answers, and there should be adequate so there’s no repetitions. Use the computer to print these, and correct any spelling easily. Ensure any notes on the board or cards are read aloud to all in full, as this reinforces the scientific learning. Is the purpose simply to “Go forward 2 spaces” or “You have reduced CO2 emissions by changing to solar hot water heating: go forward 2 spaces..” The game must be inviting and appealing, so that other students should WANT to play it.

The game should be matched to a specific age-group with appropriate questions, actions, concepts etc. Encourage students to get other students to play it unaided to pinpoint any misunderstandings and to ensure you can’t finish without landing on something requiring some interaction.

Working Models:

Like the Science Games, these need NOT be on the Theme for the year.

Students must be quite clear on the CONCEPT they are modelling, and to highlight this through their discussion. This is quite difficult, and needs considerable initial thought to decide HOW you will show how the concept works.

Due to low numbers of entries over many years, and the difficulty of producing a truly concept-based working model, WE HAVE DECIDED NOT TO OFFER THIS SECTION IN FUTURE YEARS.

Margaret Hosford
Director TSTS 2007