Zero Years of Teaching Experience...becuase i'm not human
However, our team of scientists can tell you all about my fluffy feathers and my stealth super powers.
East Meadow, Isle of Man
Did you know: A great gray owl can hear a beetle running through grass a 100 feet away or a mouse squeaking at a distance of half a mile. So, just whisper and we’ll pick up your sound waves.
Profession : Lecturers, Biology, Chemistry and Physics upto Grade 10.
Online Tutoring Experience:
We have conducted more then 240 hours of science online tutorial classes for long distance students by helping them to achieve their grades.
We are able to guide in various method based on student’s level; all teaching materials are on standby; nurturing students to achieve their full potential is our responsibility.
Our assessments are developed in-house and are designed to gather relevant information about student performance, progress, areas of strength and the areas which require further development.
Practice Exam Questions
Since practice tests stimulate revision and studying, they encourage earlier learning and so space out learning, which is likely to improve retention of knowledge.
All distance learning will take place on popular teaching platforms suchs as google classroom. Pupil work will be assignment, marked and returned to learners by our tutors.
One to One:
Online tutoring are based on one-to-one learning with our experienced tutors. This will give our learners an enriched learning experience.
We will virtually meet our parents/carers and discuss the progress at the end of a learning period. We will give constructive feedback to learners and this will improve a student’s confidence, self-awareness and enthusiasm for learning.
More About Learning Online
There is also a four-phase learning cycle.
According to Dave Meier, in The Accelerated Learning Handbook, here is what the cycle encompasses:
Preparation: Arousing Interest Presentation: Encountering the New Knowledge or Skills Practice: Integrating the New Knowledge or Skills Performance: Applying the New Knowledge and Skills
1. Preparation: Arousing Interest
Adult learners need to be ready to engage in the learning process. Barriers are created when learners lack interest, don’t see the benefit of learning, or have negative feelings about either the learning or the content.
The goal of the Preparation Phase is to give them positive feelings about the learning experience, and put them into an optimal state for learning. These are some ways to do this:
- Arouse the learners’ curiosity by having them raise questions and pose problems for each other.
- Create a positive social environment incorporating collaborative activities
- Create a learning community by having everyone select and change learning partners throughout the program.
- Have learners define their main goals in attending the program and have them share them with other participants.
- Give each team a course objective and have them come up with as many benefits for that objective as they can.
- Remove learning barriers by having people write down their own barriers and, in teams, coming up with solutions for overcoming them.
- Provide positive suggestions by having a display of success stories of previous attendees.
2. Presentation: Encountering the New Knowledge or Skills
Unless adult learners are integrally involved in creating and adapting their own learning content, they don’t learn. They need to initially encounter the new knowledge and skills in ways that are meaningful to them, and incorporating their own learning style, whether visual, auditory, intellectual, or kinesthetic.
The goal of the Presentation Phase is to help the learners encounter the new material in ways that are interesting, enjoyable, relevant, multisensory, and that appeal to all learning styles.
Here are some examples:
- Collaborative pretests and knowledge sharing
- Interactive presentations
- Variety to appeal to all learning styles
- Partner- and team-based learning projects
- Discovery exercises (personal, partnered, team-based)
- Real-world, contextual learning experiences
- Problem-solving exercises
Practice: Integrating the New Knowledge or Skills
Knowledge is not something a learner absorbs. It is something a learner creates, and it needs time for integration. Learners need to be given time to integrate the new knowledge and skills into their internal structure of self, meaning, beliefs, and skills.
The goal of the Practice Phase is to help learners integrate and incorporate the new knowledge or skill in a variety of ways:
- Hands-on trial/feedback/reflection/retrial
- Real-world simulations
- Learning games
- Action learning exercises
- Individual reflection and articulation
- Partner and team-based dialog
- Skill building practice activities
Performance: Applying the New Knowledge and Skills
Learners need to have the opportunity to immediately apply what they’ve learned. Without immediate application to the real world, only 5% of the newly learned knowledge and skills is retained. With immediate application—and the proper coaching and support—learners typically retain 90% of the new knowledge and skills.
The goal of the Performance Phase is to help learners apply and extend their new knowledge or skill to the real world. This phase ensures integration of learning into the job as well as continuous performance improvement. These are some approaches:
- Immediate real world application
- Creating and executing action plans
- Follow through reinforcement activities
- Post session reinforcement materials
- Ongoing coaching
- Performance evaluation and feedback
- Peer support activities
You can support science learning at home, help your child develop the skills of ‘scientific enquiry’ and stimulate their interest in the world around them with our KS2 sciences worksheets, activities and games.
For each topic, we have resources to reinforce learning at home in a practical and experimental way and encourage your child to think about methods of ‘scientific enquiry’, such as ideas and evidence and investigative skills.
The programme of study lists 140 biology, chemistry and physics ideas and don’t distinguish what’s most/least important, nor the links between ideas. The content is under 10 big idea headings: Forces, Electromagnetism, Energy, Waves, Matter, Reactions, Earth, Organisms, Ecosystems and Genes. Each idea contains four smaller topics: the building blocks for the big ideas.
This method involves making observations, forming questions, making hypotheses, doing an experiment, analyzing the data, and forming a conclusion. Every scientific experiment performed is an example of the scientific method in action, but it is also used by non-scientists in everyday situations.