This book combines reports on and reflection of best practice in improving progression and continuity of teaching and learning in science — particularly at the crucial transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression and learning in science, the book suggests practical ways of improving teaching and learning. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings.
Chapter 9: Sharing Practice
Three activities that teachers can engage in to share and understand each other's practice are described: co-planning, co-observation and co-teaching. Protocols, criteria and methods that allow high-quality, productive observations of teaching are included.
There is consensus, according to evaluations of projects addressing transfers and transitions, that those that worked best and had longest-lasting impact involved co-operation and co-working where sharing and understanding each other's practice played a key role. This applies equally to projects addressing general, social aspects of primary–secondary transfer and those focused on specific subjects like science (Suffolk Education Department, 1996; Suffolk County Council Education Department, 2002a; 2002b). Cooperation aimed at establishing better understanding of each other's teaching methods and styles addresses the fourth and, some would argue the ...