For the last couple of weeks, I’ve spoken to many people about an experience I had in a Year 8 Science classroom, and this has had an impact on my approach to the glut of assessment tasks I’ve just had.
The experience in question was that the Year 8 students were learning circuitry in groups, specifically how to convert text-based descriptions of a circuit into a sketch, and also into a scientific diagram. The vast majority of the class was engaged in this activity, whereas there was one group, seated inconspicuously seated at the back of the classroom, who were not engaged in the activity at all.
After some questioning, I learnt that the students were not interested in Science; least of all electrical energy and circuitry. They all told me they were interested in practical subjects: PD/H/PE, Visual Arts, Food Technology, and so on. I observed the type of disengaged behaviours exhibited, and they were, unsurprisingly, using their hands. Two girls were doodling on their books, one boy was fiddling with the binder of his book.
Then I had an epiphany. Hold on a minute – is Science not a practical subject? Does the scientific method not require experimentation to build and elaborate on established knowledge? All the ubiquitously famous scientists we know of – Einstein, Newton, Mendel, and so forth – all came to fame because of experimentation. Science is a practical subject.
It all came to a head when they aforementioned boy started fiddling with the wiring of the binding of his notebook. The way he was disengaged was, indeed, rather ironic. He was fiddling with the very object that forms the basis of electrical circuits – wiring.
So it then follows to ask, “why is he not being presented the opportunity to express himself in a manner that befits his skills and abilities?”
This experience highlighted how crucial it is to fostering an engaged class. Teachers must accommodate the different learning styles in the classroom – else, we run the risk of ‘losing’ our students.