Taking part in a visiting science workshop

Two original fictional non-fiction texts for reading practice.

Text A: a workshop presenter’s notes

The first loud reaction is not always the best sign of learning. An unexpected result can win a cheer while leaving pupils no clearer about the question being tested. I ask groups to make a prediction before the demonstration, then discuss what the observation does and does not support.

Pupils who are quiet during the explanation may notice a detail others missed. We use small-group discussion before inviting responses to the whole room. That gives more people a chance to form an answer instead of leaving the quickest hand to represent everyone.

Time is limited, so I choose fewer demonstrations than could fit physically into the session. Packing every minute with a new effect leaves little room to revisit an idea. Teachers sometimes worry the workshop will look less exciting. I would rather pupils leave able to explain one surprising result than remember six surprises as unrelated tricks. A good question at the end may tell us more than a burst of applause.

Text B: a pupil’s account

I remembered the most dramatic demonstration afterwards, but I could not initially explain why it happened. During the session, the presenter had asked us to predict the result. I guessed what my friends guessed and was pleased when our table was right. That did not mean I had understood the reason.

The useful moment came when we discussed why another group's different prediction had seemed sensible. I had to decide which observation actually separated the two ideas. Talking at our table helped because I could try an explanation before saying it to everyone. I still enjoyed the dramatic part; understanding it did not make it less fun.

Near the end, we returned to the first demonstration instead of seeing a new one. At first I thought we were running out of things to do. Then I noticed a detail that had passed me by. I would have liked a note showing the question and observation to take back to class, rather than just a photograph of us looking amazed.

Compare what the two writers say about pupils in visiting science workshops. Make it clear which text you are using.