Brainwaves
Guidance for teachers - Part A - The process of gathering 'Brainwaves'
Gathering initial ideas
This can either be done with the whole class during a demonstration or using the Thinking Frame templates, blank paper, dry-wipe boards etc. Children should be given an opportunity to discuss suggestions for scientific ideas and words that would be helpful to form an explanation of the question posed. They can then record these words either as a group or as individuals.
During this stage the teacher is able to see not only what the children can recall but they should question and challenge the children to define what they mean by each word and how it should or could be used in their explanations. Spelling of scientific vocabulary is always an issue. However the teacher should not intervene too early to correct this at this stage as it can inhibit engagement and the thinking process.
Filtering and prioritising these ideas
During the Brainwaves process the children are thinking and filtering their ideas. During discussion speaking and listening will enable and evolution of ideas and vocabulary. By its very nature this will involve some children suggesting scientific vocabulary that would be incorrect if used in the explanation. It is important that the teacher creates a learning environment that initially allows all of the suggestions for vocabulary to be recorded without fear of comment or ridicule.
Once a list has been compiled then the pupils should seek to prioritise them and filter them later through discussion. This way children's ideas are not only valued, but will have a chance of seeing not only the most suitable scientific vocabulary but also why some of the vocabulary may be unsuitable. The brainwaves section is a good way for teachers to identify any misunderstandings or misconceptions that the pupils may have.