my name is Melanie Denny and I am a teacher here double-knit teach chemistry
servici at year 11 and 12 I also teach pharmaceutical science which is an
elective science so how we acquire antibiotic resistance in the first place
number one right number two is how it spreads all right so how does it get
from one bacteria to another to another so we get a problem and also we're going
to do a little bit of research into some examples and the treatments and the
Prevention's as well these are phased learning cycle it's a common language
that is to point out Ellison's so have an engaging going to have a look at this
cartoon okay as an individual two things to do okay I'd like you to record it
down what is your current understanding of this cartoon and then also if you
don't fully know what it's talking about what questions does it raise for you my
goal with that it was to try and get see what the prior knowledge was so what do
they understand already we try and give them an idea of the outcomes that we
want to have them so either on the board or just talking about them so actually
what we're going to teach them well you know what we're directly teaching them
how does it get into the bacteria has become resistant on this side and then
this side how does it actually work what does it actually do to make that
bacteria resistant to antibiotics we do try most lessons we'll do some at least
some group work so we're not always dealing with 50 students at one time
construction is where they take the ideas that they weren't and do something
to try and make the winning their own so the whiteboarding would have been an
example of that demonstration so taking it and showing us that they understand
we do a lot of informal assessment so that for us is a really good way of just
gauging who has got it
and one of the ways simply get rid of the velvety facts Thank You Bart
resisting alters the enzyme shape that joins us able to yellow resulting that
the V lap and ring coming into the enzyme which disables is overall we
often will go with a student-centered approach so the students are either
doing their own research or at least working in a group on a specific task
and the idea there is that their students learning from other students
you know they have different ideas and they have a lot of information already
so as a group and often the students can put content in terms that for other
students to understand almost more easily than then we can why do you think
that changes the interaction with that antibiotic you know
altering it prevented from doing that so it's change basically changing the shape
of various water pollution pose pause pounce bounce so you pose the question
and you give a bit of a lag time so people have time to think about it you
ask a particular student with the response was rather than just giving
them a yes or no at that point you actually throw it to a second student
say well what do you think about this person's do you agree or disagree why
that's the bounce we like to try and if they have an idea and maybe they've
either missed the point or they haven't gone far enough or we might say you know
well why does it might be why does this happen so try and get them to think
deeper or have you consider look at it from this point of view or maybe she can
do a bit more research I'm just starting my third year teaching having someone
like cam who's very experienced in the classroom with you has been you know if
you learn so much it's almost like a continual peer observation both ways
which which works really really well I think part of the idea is to give them a
taste of how you bring different sciences together and also to give them
extension without necessarily accelerating them we're giving them all
Brett and more depth within a certain area