Junk Food ScienceRunning Discussions

KS3/4 CPD Slides

Outcomes

• Be aware of the Junk Food Science Project videos and associated curriculum and CPD resources

• Planned how you will use the Junk Food Science resources to develop discussion with your class

Project Team

• Teachers TV

• Centre for Science Education, Sheffield Hallam University

• Illumina

Project Aims

To support the teaching and learning of

Food and Healthy Eating through the use of

innovative contexts, curriculum and CPD

videos and resources

Resources

• Student Classroom Videos

• Teachers’ Notes

• Classroom PowerPoints

• Classroom paper-based resources

• CPD videos

• CPD PowerPoints

Resources

‘Running Discussions in a KS3/4 Class’ - www.teachers.tv/videos/running-discussions-in-a-ks3-4-class

Download this video resource from the Teachers

TV website to use in this session

Benefits of using discussion

• Helps children to explore their ideas

• Improves communication, speaking and listening skills

• Encourages active participation

• Maximises contributions

• Less threatening

• Students learn from each other

• Increases self-awareness

Creating a climate for discussion

• Be open• Create a relaxed and friendly, yet organised and purposeful

atmosphere• Make the classroom as conducive to discussion as possible• Encourage open discussions• Develop listening skills• Create mixed groups, both ability and confidence• Progress from talking partners, to fours or tables, and then whole

class• Don’t always bail children out• Encourage children to have ownership and responsibility• Value what children have to say, even their

mistakes• Build trust and acceptance

Establishing the ground rules

• Get the group to establish the ground rules• Suggested ground rules could be

• Don’t interrupt anybody• Listen to each other• Be responsible for what you do• Respect each other’s opinions• Make sure everyone contributes• No snide remarks• Stick to the rules

Active listening

An active listener should• Sit quietly and look at the speaker• Relax, and make any non-verbal

responses that come naturally, e.g. nodding and smiling

• Concentrate on listening and suspend all judgements and questions

• Make verbal responses that only reflect or paraphrase the main points discussed

CPD videoWatch the CPD video (

www.teachers.tv/videos/running-discussions-in-a-ks3-4-class)

Discuss the following questions• How had the teachers created a climate for discussion?• How did the teachers use talking partners and small groups?• How did they engage children during whole class discussion?• How did the children demonstrate that they were sticking to the

ground rules?• What good listening skills did the children exhibit?• How did the teachers organise the children for paired, group and

class discussions?

Plan how you will use these ideas with your class