SMART+TARGETS+IN+SCIENCE

Back to HOME =SMART TARGETS IN SCIENCE= Your target should be: ** STEM, [YOUR NAME] COMPLETION **
 * EXAMPLES: **
 * G10 **
 * During every topic, [YOUR NAME] should ask for assistance as soon as S/HE experiences difficulties in understanding an idea or a task. **


 * E34 **
 * At the end of each topic, [YOUR NAME] should transform the syllabus into a checklist which can be used during revision and preparation for tests or exams. **
 * || ==** STEM **== ||
 * A || Every lesson, ||
 * B || Every week, ||
 * C || To improve his/her Physics test scores to X%, ||
 * D || To increase his/her overall grade to Y, ||
 * E || At the end of each topic, ||
 * F || Before each topic, ||
 * G || During each topic, ||
 * H || For the next internal assessment, ||
 * I || In the next unit on ABC, ||
 * J || Before Term 3, ||
 * K || During Term 3, ||
 * L || By the end of the school year, ||
 * I || In the next unit on ABC, ||
 * J || Before Term 3, ||
 * K || During Term 3, ||
 * L || By the end of the school year, ||
 * L || By the end of the school year, ||

COMPLETION

 * || **Develop different learning styles and strategies** ||
 * 1 || should try different revision techniques such as flash cards and mind maps. ||
 * 2 || should ensure he/she makes summary notes at the end of each topic. ||
 * 3 || should not simply read whilst revising, but rather take notes, design multi-choice questions, draw diagrams, or draw mind maps. ||
 * 4 || should revise for every topic test with friends to ensure increased understanding. ||
 * 5 || should try learning by using audio-visual presentations such as video clips and webcasts. ||
 * 6 || should learn by explaining the concepts or ideas to at least one family member. ||
 * 7 || should learn the meanings of all scientific key words in each topic to help him/her answer test questions in more detail. ||
 * 8 || should produce a glossary of key words and definitions related to each unit studied during Term 3. ||
 * 9 || should turn revision notes into tables, charts or diagrams. ||


 * || **Draw upon the experiences and knowledge of others** ||
 * 10 || should ask for assistance as soon as he/she experiences difficulties in understanding an idea or a task. ||
 * 11 || should check for each topic his/her understanding of the key concepts by explaining the concept to at least one other member of the class. ||
 * 12 || should identify, in his/her next investigation, two experimental errors, weaknesses or limitations and discuss these in his/her evaluation. ||
 * 13 || should think carefully, in every scientific investigation, about the raw data he/she has collected to produce a more detailed and accurate conclusion. ||
 * 14 || should compare the processed result of each investigation with the expected or literature value and calculate the percentage error ||


 * || **Strategically access and make use of technology** ||
 * 15 || should use animations and interactive sites to increase his/her understanding. ||
 * 16 || should record every assignment on his/her laptop to better organize his/her work. ||
 * 17 || should research online the outcomes of experiments to improve performance in the Design criterion. ||
 * 18 || should learn to use at least one online tool such as flashcards, quizzes or mind maps. ||
 * 19 || should try at least one different application or programme to complete his/her open ended assessed tasks. ||
 * 20 || should use spreadsheets every time calculations need to be made or data need to be presented. ||


 * || **Process knowledge; make judgments and predictions** ||
 * 21 || should complete at least one past paper task per topic to reinforce his/her understanding through application. ||
 * 22 || should including a prediction supported by an explanation in every design investigation. ||
 * 23 || should ensure his/her conclusion in each investigation includes a reference to both systematic and random errors. ||


 * || **Make bigger picture, cross-curricular connections** ||
 * 24 || should appreciate the relevance of what he/she is learning by finding three examples or applications in his/her daily life. ||
 * 25 || should read at least one subject-related journal or magazines to improve his/her depth of understanding. ||
 * 26 || should develop an increased interest in science in the news by visiting at least one news or science website each week. ||


 * || **Understand how you learn** ||
 * 27 || should re-do each of the questions that were incorrect in his/her last unit test to deepen his/her understanding and knowledge ||
 * 28 || should develop a set of revision notes for every topic. ||
 * 29 || should, after tests, ensure he/she makes the necessary corrections or additions to his/her answers. ||
 * 30 || should make a resource list before starting to prepare for a topic test or exam. ||
 * 31 || should identify at least one example or application for each key concept that needs to be learnt. ||


 * || **Know where you are, how to improve and where you are heading** ||
 * 32 || should review every unit test to identify the learning objectives which were not achieved and where and how her reasoning was incorrect. ||
 * 33 || should ensure he/she has read and understands the syllabus requirements for each topic he/she has studied. ||
 * 34 || should transform the syllabus into a checklist which can be used during revision and preparation for tests or exams. ||
 * 35 || should ensure that as part of his/her preparation for every test he/she also re-reads all the investigations carried out during the topic. ||


 * || **Be engaged, questioning and reflective** ||
 * 36 || should participate more in group work activities and class discussions as they provide opportunities to formulate her own ideas. ||
 * 37 || should review feedback from previous lab reports every time a new internal assessment report needs to be completed. ||
 * 38 || should review each test and re-write each incorrect answer to improve his/her understanding of the concept ||
 * 39 || should spend 15 minutes after each lesson reviewing what has been learnt in that lesson by linking it with the previous knowledge in that unit. ||
 * 40 || should increase his/her level of participation by answering or asking a question in class at least twice a week during Term 3. ||