AstraZeneca Science Teaching Trust - Effective Display CPD Unit

Self Review

Science Displays Personal Self-Review

Before you start this workshop please complete this short self-review of your current practice regarding the use of science displays. The review covers a range of areas which aim to probe your (and your colleagues') attitudes towards the use of science displays.

How often do you use displays for your science work with children?

	Every time I do a science topic.
	At least once a year.
	Most of my displays are non-science topics.

What do you think is the most important thing that a display in science does?

Order the following 1 (most important) - 4 (least important)

	It puts over new information/learning.
	It excites children and gets them to look at new things.
	It challenges children to think and do.
	It's a record of what they have done/achieved.
	It provides a focus for teaching and learning

What kind of questions do you display on your science?

	Recall subject knowledge
	Lead to fair test investigations
	Lead to exploration
	Challenge children handle data
	Encourage children to ask their own questions

Do you include the key words related to science concepts e.g. electricity in your science displays?

	Yes, I do this often.
	Yes, I have thought of this and use them sometimes.
	I don't do this - didn't really think about this before.

Do you include the language of scientific enquiry e.g. fair test, conclusion, repeat readings, measure, factors?

	Yes, I do this often.
	Yes, I have thought of this and use them sometimes.
	I don't do this - didn't really think about this before.

Describe how you use displays as a focus for:

	Tables and graphs of results

	Opportunities to observe and compare:

	Examples of equipment, measures, scales and units:

Questions that challenge children to compare each other's results:

	Examples of the planning of investigations:

We recommend that you complete this page. Print it out by clicking here to remind you of your progress during the workshop.