Dr. Rob Edinburgh

Yes they are great. It’s a bit like dofe for science! Can do bronze, silver or gold. The bronze ones aren’t too time consuming and I’ve done it for a few years with either year 9 or triple science groups in year 10

Sounds really cool. Is it expensive?

I did research on effect of exercise and meal timing around blood glucose control. Sometimes use old research articles for A-Alevel students for biology club

Final question for tonight's #ChatBiology

What do YOU do outside of teaching to get involved in citizen science? Or if you did research before/outside of teaching have you brought any of it into school?

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What do you do for these?

I’ve done quite a few CREST projects at year 9 or year 10. Mostly Bronze and a few silver. Struggled to ever get Gold off the ground at sixth form level. Exams and other things seem to take over

Onto question 2!

What have you tried - particularly any work experience or projects that have worked well? Why was it good?

Comment your experiences below and share!

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What kind of thing do you do? Agree that time is precious. I’ve run Biology Olympiad before but haven’t done a lot of citizen science so would be interested to know

Welcome to tonight's #ChatBiology in celebration of #CitizenScienceMonth 🔎

First up - how do you get students involved in citizen science outside of lessons?

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Don't forget to join us tonight for #ChatBiology !

Would be interested on ideas for the essay and lower attaining students. I find that many really get stuck with even starting a plan… I think a similar problem to even 6-markers at GCSE - find it difficult to even start

Thanks for all the ideas so far!

Onto our final question for tonight - about long form writing support especially that AQA essay!

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Onto question 2!

What techniques do you use to support students with using all the new language?

Please share and comment with your ideas/suggestions 😊

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Key word lists and then repetition as much as I can. Often make this a focus of recall questions/mini whiteboard work. I find this hard though because (even with lots of prompts) I find that these students don’t often use the right terminology (especially A-Level)

Our English department have done some work around drawing annotations by the side of text (students have to draw at least 3 per page when reading texts/books). Linked to dual coding. Others departments do highlighting and tracking reading. Lots of different ideas at school level

Welcome to tonight's #ChatBiology all about reading and writing in biology 📖✍🏻

First up - how do you incorporate reading strategies in biology lessons?

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Happy #ChatBiology Day!

Don't forget to join us at 8:30pm tonight for this week's chat all about reading and (longform) writing in biology! 📖✍🏻

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Agree with this completely

We used to start GCSE after Jan in year 9 but felt we never had enough time. Last two years we’ve re-jigged things to teach KS3/GCSE crossover topics in year 9 from the start. A unique position though because we are an upper school (youngest cohort is yr 9)

Good evening and welcome to tonight's #chatbiology 👋🏻

@RoyalSocBio research suggests 78% of schools reduce KS3 teaching in order to start science GCSEs in Year 9

What is your experience and what would you change?

Share and comment below!

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Next year we are hoping to take our awesome #chatbiology community offline for an IRL event! 💚🙌🏻

We would like your input so that we can try to make sure as many of you can come as possible

If you would be interested please fill out this short survey: https://buff.ly/3A8jMEN

Would love to see this! I definitely do not do enough

I just do lots of recall questions around carbon dioxide when teaching respiration and photosynthesis first. Try and set a strong foundation knowing that I’ve got to teach carbon cycle afterwards. find students struggle with exam questions though - unless link is obvious in Q

Agreed - especially at A-Level thinking outside of box. For AQA saprobionts feature heavily in the cycles