c.
Adapting the Resources for Different Learners
This
part of the case study follows from what has just been said about
evaluation of resources. If a piece of software or hardware, or
a dedicated piece of courseware can be used for more than one
group of learners or across more than one area of work, it follows
that it is more valuable to you in your work. In the case study,
the teacher found the spreadsheet idea useful for this particular
group on this particular task, but also useful with the same group
in other areas of their Science work. It was simply a matter of
spending time amending the spreadsheets for specific modelling
purposes across the Science curriculum.
The
spreadsheet idea was also useful across a range of other groups.
Pupils preparing for GCSE were able to make use of the materials
beyond the topic area given here, and older pupils working toward
A-Level were able to use the idea for more complex and sophisticated
modelling purposes. The more IT literate Science A-Level pupils
are also able to generate static value-based graphs from the spreadsheets,
and small dynamic graphs that show the effects of changes over
time in processes. Processes such as filtration, osmosis, chromatography
and elasticity have features that lend themselves to the production
of simple but visually striking dynamic graphs illustrating change
over time.
With
this in mind, think about how you would complete the grid on the
following page, and discuss it with your mentor.
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