OER in Education - User contributions [en]

OER4Schools/Collecting and interpreting information

2013-09-19T15:22:02Z

Lucian: /* Collecting and Interpreting Data: Part one */

{{OER4S
|title={{Get session title}}
|session=5.3
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using short enquiry tasks to introduce the idea of enquiry based learning to your students
* collecting and interpreting data in an enquiry-based lesson
* the importance of recording the results of enquiries
* collecting accurate and reliable data
* preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* review a short perimeter and area enquiry task on Geogebra
* complete a simple data collection exercise on personal profiles
* watch a video as a stimulus for discussion on encouraging students to record their findings during enquiries
* watch a video sequence illustrating a procedural error and refine resources and data collection process to minimise such errors

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Geogebra and perimeter and area.
Also, as in the previous session, you will continue to apply the ICT skills you have learnt so far for EBL, and to think about how they help you implement EBL in the classroom.

|resources=Resources needed for this session:
* Papers of different sizes (at least two pieces of paper for each teacher),
* Different coloured pens (at least one for each teacher),
* Computer/laptop/netbook and the Internet.
}}

{{: Video/Priscillah speaking about student motivation during a science investigation.mp3 }}

= {{name for review of follow up}} =

{{review of follow up}}

= Further Tasters of EBL: Investigating perimeter =

{{activity|stgw| on investigating perimeter.|15 }}

Working in your small groups of three to four participants, complete the following activity (the applet will open in another window when you click on it) which uses GeoGebra. In this activity, we would like you to experiment with drawing figures with different numbers of squares (you can click and drag them into position) and observing how the perimeter changes.

Take some time to explore the applet and think about the type of enquiry that it lends itself to (demonstrated enquiry/structured enquiry/problem-solving enquiry/independent enquiry) and how you might use it with your students. Do you think the results table is a useful addition to the applet? Share your findings with the other participants and share whether such an activity can be used in the class as a taster of what EBL is about.

*[[variety of perimeters with fixed area]]
[[File: Variety of perimeter with fixed area.png|400px]]

 

{{background| text=

You may like to refer to the following guidance notes for some ideas on how to make use of the [[variety of perimeters with fixed area]] GeoGebra resource:

 
'''1) Overview'''
 

After learning the concepts of perimeter and area, it is easy for students to think that figures with larger perimeters would also have larger areas, and vice versa. This applet helps teachers to explore with students the variety of the perimeters of a figure formed by several congruent squares touching side by side. Together with the complementary applet [[Variety of areas with fixed perimeter]], teachers can clarify with students that a figure with a larger area may have a smaller perimeter, and areas and perimeters are two different concepts.

 
'''2) Learning Objectives'''
 

* Recognise that figures with the same areas could have different perimeters.
* Recognise the strategy of minimizing the perimeters of figures with the same areas.

 
'''3) Teaching Approach'''
 

An enquiry teaching approach is expected. Students are asked to arrange 3 to 9 squares to form different figures and find their possible perimeters. Teacher then guide students to express their strategies of getting the largest and smallest perimeter with a certain number of squares.

 
'''4) Teacher’s Note'''
 

For each number of squares, ask students to record the possible perimeters in the table of the applet.
Guide students to focus on the change of the perimeter when a square is dragged to a new position.
Discuss with students the strategy of minimizing the perimeter, especially for 4 and 9 squares.
}}

{{ednote|text=

Note that while the instructions for the task are short, it will take some time to complete the task. Make sure you limit the time appropriately, so that there’s enough time for the remainder of the workshop.

The following task may be used as an alternative if preferred or if there is no GeoGebra resource:

'''Investigating volume and surface area of paper boxes '''

Each group of participants should have access to papers of different sizes. Each participant should fold a paper box using each of the papers. Use an appropriate method to measure the area of paper and volume of the paper box. Would the size of the paper affect the volume of the paper box? Or would it be dependent on how your fold the paper? What is your initial ‘best guess’ or hypothesis? How will you go about finding out whether your guess or hypothesis is correct? Share your findings with the other participants and whether such an activity can be used in the class as a quick taster of what EBL is about.

}}

= Simple data collection exercise =

{{activity|stgw| on data collection|10 }} This is a fast and simple activity in which you (or your students) fill in the blanks, and you learn more about each other. On a piece of paper, draw a simple profile of yourself (forehead, nose, mouth, and chin). You and your group members should choose at least four items from the following list of possible information about each other, and write them inside the profile using coloured pens:
* Name
* Favourite time of day
* Favourite colour
* Favourite sport
* Favourite subject
* Something I did that I'm proud of
* Birthplace
* Something that makes me laugh
* Favourite food
* Favourite animal
* Favourite song

You can post the profiles in the classroom or create a display section in a suitable venue in your school along with your picture (or your students’ pictures). For another variation, you can use a spreadsheet, to consolidate a particular aspect of the profile of the class (e.g. favourite time of day, favourite food). These can be shown on a regular basis as ‘data’ from your class. (e.g. My classmates all like to eat ’''nsima’'')

Now try to come up with some interpretation of the data from all the profiles in your group.This is a great way to get to know each other and also the group as a whole.

= Data Collection =

{{activity|wcd| on data collection.|10 }} Data collection is an essential part of many EBL activities. It is important that data is carefully and accurately collected. Otherwise, the interpretations and conclusions you draw from your enquiry can be very misleading. For instance, you would not want your profile in the previous activity to contain any mistakes about yourself. Some common methods of data collection include:

* reading reference material in a library or on the Internet
* conducting an interview
* using questionnaires
* doing an experiment.

Discuss with each other whether you are familiar with each of these data collection activities.

'''It is important to give students ownership of how they prefer to collect and record their findings by giving them options to choose from. It is also important for teachers to discuss with them the reasons for collecting or recording findings, because they may not understand why they need to collect or record findings in a particular way.'''

Now watch a video clip on Nixolo helping students to collect data in her EBL lesson and bear in mind the following questions:

# Why do you think it is important for students to record their findings during the enquiry process?
# Are the students in the clip motivated to record their findings?
# Can you think of ways to help the students engage with the recording information part of the enquiry process?

{{: Video/Noxolo_3D_shapes_1.3_AfL3_recording.m4v }}

Discuss the questions as a whole group and record any interesting or useful observations in your notes for this session. Here is a copy of the worksheet that the students in the video are completing:

[[image: Euler Relation Investigation - worksheet.png|750px]]

{{ednote|text=
Students in the video are recording information on polyhedra such as number of sides/faces/vertices etc. By recording these in a table next to the name of the polyhedra (which they have build as part of the investigation) the students will hopefully be able to see patterns emerging both within each data set and between data sets.
}}

= Collecting and Interpreting Data: Part one =

Recall the five enquiry ideas (A-E) that were discussed in the last session.

{{Background|text =

'''Enquiry ideas'''

'''Idea A: Investigating paper airplanes'''

There are many different designs for paper airplanes. Some of them have a very plain design but can fly a longer distance whereas some can have a rather interesting design but not fly as well. ''What are the factors that affect how far a paper airplane can fly?''

'''Idea B: Investigating the process of hand washing'''

We have been told that washing of our hands is an important part of maintaining hygiene and preventing the spread of germs and viruses. ''How do you know that you have spent adequate time washing your hands each time?''

'''Idea C: Investigating the vegetables and trees within our community'''

''What are some of the vegetables and trees that are grown in our community and why are they being grown here?'' (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) Some possible areas of investigation: location of vegetable/trees (e.g. type of soil and availability of water source like stream), medicinal properties (e.g. is it used as a traditional medicine?), nutrition properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values.

'''Idea D: Planning for a trip to the game reserves and Victoria Falls'''

Imagine you have two overseas friends who have just arrived in Lusaka and would like to visit a game reserve near Lusaka, the Victoria Falls and one other interesting site. The visitors only have one day to visit these three places by car. ''Can you recommend the third place to visit and inform the visitors the distance to these places from Lusaka city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at Lusaka city centre ?'' Please state the distance of travelling to each place and the approximate time required to travel.

Also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops?

'''Idea E: Investigating my body and how it works'''

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. For example:

* pulse rate and how it varies with exercise
* lung capacity and how it varies with height/sex/pulse rate/chest circumference
* BMI and being healthy
}}

Get back into the groups that you formed to work on a few of these ideas during the last session. We will assume your group has been able to develop one or two of these ideas into enquiry-based lesson(s) and you now want your students to start collecting data to answer the enquiry questions.

{{activity|stgw| on data collection|10 }} Discuss in your groups the following questions:
# What form of data collection will the students need to work on? Do they need to identify sources of information or conduct some sort of experiment or calculation?
# If it is a form of experiment or calculation, do they have the necessary skills or knowledge to conduct the experiment or calculation? How will they record their results? How will I make sure to integrate ICT into this process? Would the use of a spreadsheet help students to keep track of and if necessary further process results?
# If it involves identifying sources of information, where do they find the information? How do they know the information is valid and how can they access the information?
# What other ways of finding information are there?
# Consider whether or not it might be useful for students to make a prediction of what they think the outcome might be.

{{background|text=
'''Making predictions'''

Simply put:

* a ''hypothesis'' is an explanation of why something is happening (or will happen) and so is a good starting point for investigation/argument/further observations/tests
* a ''prediction'' is a statement of what you think will happen before it does so

It is possible to make a prediction based on a hypothesis or without a hypothesis.

You can read about hypotheses in more detail in this
[http://nrich.maths.org/6178 NRICH article on understanding hypotheses].

Encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist.

* What other positive consequences could there be of students predicting the outcomes of their enquires?
* What are the potential drawbacks of encouraging students to make predictions?

Here are some video clips of students working on making predictions for the outcome of an enquiry that they will soon do. Watch a few of them now and the rest in your own time after the session. Notice how motivated the students are and how they support and encourage each other. Think about the following questions and discuss them as a group if you have time:

* What do you think the teachers role is during this stage of the enquiry process?
* How could you ensure that all students are actively involved in making predictions?
* What strategies could you have in place to make sure that any misconceptions uncovered at this stage would be picked up and dealt with?

* {{: Video/Aggie_Fitness_A6.m4v }} (after cutting everything up to 1.34)
* {{: Video/Aggie_Fitness_A7.m4v }}
* {{: Video/Aggie_Fitness_A8.m4v }}
* {{: Video/Aggie_Fitness_A9.m4v }}

}}

{{ednote|text=
An enormous amount of valuable, deep and exciting information is available on the Internet, but an enormous amount of total nonsense, falsities, half-truths and unsupported theories is also out there. Your students have to learn to distinguish between the two, but you cannot give them hard-and-fast rules. Everything that comes out of an established publishing source isn't good information, and everything that comes from a personal home page isn't bad information. The kinds of things that students ask may be answerable only by other people, perhaps only by a knowledgeable person other like a teacher, parent, medical specialists, etc.
}}

{{activity|stgw| on collecting data for analysis.|5 }} After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether is it in the form of experiment or enquiring through the Internet/asking people). If not, make some changes or consider creating additional worksheets or perhaps a spreadsheet for the students. If you would like your students to make a prediction and/or form a hypothesis, make this clear on your worksheet. You should make sure that you have included an ICT element in each of your enquiry ideas.

{{activity|otr|: Video sequence and discussion.|5 }}

Imagine that you are the students who are going through the data collection process.

Watch the following video sequence of some students collecting data for an enquiry into BMI and being healthy (Idea E). The students have been collecting data independently and the teacher has noticed a problem.

* {{: Video/Judith_body_A6.m4v }}
* {{: Video/Judith_body_A7.m4v }}
* {{: Video/Judith_body_A8.m4v }}

Try to anticipate where these types of problems (procedural errors) might occur as you collect data for your 'idea' in the following activity. It is likely that you will need to refine your data collection procedure in a similar way that you have just refined your resources in the previous part of this activity.

{{Background|text =
As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of thee or four, they may have come up with this (or perhaps another even better) solution - students can sometimes surprise us with their ingenuity. Once the size of the gap has been worked out, this result can be added to all other measurements carried out using that tape - the students will see this as a worthwhile exercise because it means that they don't have to measure everyone who used that tape again!
}}

{{activity|stgw| collecting data for analysis.|10 }}

* '''Now go ahead and complete the experiment or data gathering part of your chosen enquiry.''' Try to come up with joint predictions and/or hypotheses and make sure that everyone in your group plays an active part in collecting the data.
* By the end of the workshop, you should have the full data set and findings that you could share with the other groups next week.

Some post-activity questions for discussion (if there is time):
# What other kinds of challenges can you anticipate your students will face when completing this phase of the enquiry-based learning lesson?
# How can you support your students as they face these challenges?
# Does the use of ICT in your activity support students’ learning?

=Collecting and Interpreting Data: Part two =

{{activity|stgw| on collecting and interpreting data.|10 }} You have now collected the data and should be ready to analyse or find solutions to respond to appropriately during the enquiry. Where should you begin and how do you proceed with this section of the enquiry?

The follow are the steps in the scientific method as usually followed in many scientific investigations and enquiries. '''They are not in the right order'''. Working in small groups, arrange the steps in the right order by putting the numbers 1-8 next to them.

* Data is analysed.
* ''The investigation is done (using whatever equipment/materials you have chose to use) and data is collected.''
* ''A hypothesis is formed - this is usually a best guess based on what’s already known.''
* Results are communicated.
* A question or a problem is posed.
* Conclusions are reached.
* ''Research is done to find out what is already known about the topic.''
* ''A very detailed step-by-step experimental procedure is designed to test the hypothesis – this is the scientific enquiry or investigation and must take into account all variables affecting the experiment.''

{{ednote|text=

Here are the steps (in order) in the scientific method as usually followed in many scientific investigations and enquiries:
* A question or a problem is posed.
* ''Research is done to find out what is already known about the topic.''
* ''A hypothesis is formed - this is usually a best guess based on what’s already known.''
* ''A very detailed step-by-step experimental procedure is designed to test the hypothesis – this is the scientific enquiry or investigation and must take into account all variables affecting the experiment.''
* ''The investigation is done (using whatever equipment/materials you have chose to use) and data is collected.''
* Data is analysed.
* Conclusions are reached.
* Results are communicated.

}}

You should observe that the steps are very similar to the EBL steps. The steps in italics should be a particularly helpful reminder to what enquiry activities you have carried out, in the context of a scientific investigation method.

Before you carry on to analyse your data, discuss these questions:
# What is your ‘best guess’ at this point in time? Why?
# Do you think the data help you to respond to the enquiry? Why?
# How do you know that you can ‘trust’ the data that has been collected? Why?
# What is the best way to make sense of the data so that you are able to find some solutions to the enquiry?
# Thinking back to the videos of the students measuring their height, how might inaccurate results affect their BMI calculation/hypothesis/conclusion?

Between this session and the next we would like you to continue to analyse your data and be ready to present your findings to your colleagues during the next session (Follow-up activity Part B) . You should arrange a time to get together with the other members of your group or alternatively divide up the tasks relating to the analysis and presentation between you now. You will also have a short time to finalise your presentation at the beginning of the next session .

{{ednote|text=
Use the following information if required:

The analysis of the data involves responding to the questions above. These questions help you evaluate your guesses, and assess whether the data collected is '''valid '''(ie. whether it can actually answer the enquiry questions) or '''reliable '''(ie. whether the data comes from a rigorous and trustworthy method of data collection cf. the discrepancies in measuring height highlighted in the videos). If you do not think the data fulfills the qualities of validity and reliability, then you should immediately highlight the problem and try to find out why this could have happened. It may be that you need to to rethink or repeat the data collection process. If you are satisfied with the data collected, you can then go ahead to make sense of the data so that you are able to present a solution, or different solutions, to the rest of the participants next week.

Remember, to '''ensure that the data collected is reliable'''. It may be necessary to repeat the experiment a number of times. Averages can then be calculated if further processing is needed - for example in the paper airplane enquiry. To ensure that the data is valid, make sure to consider all the possible variables and which ones to control.
}}

= ICT practice: Making use of ICT in enquiry-based Learning =
{{:OER4Schools/ICT/include}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{ednote|text= Participants should set concrete days for their Geogebra day, as well as for the project day. Part 1 of the investigation should be carried out between 5.3 and 5.4. As you go through the homework, explicitly discuss days or lessons which teachers can set aside for this.

}}

'''Part A:''' Try out in your classroom the same mini-GeoGebra enquiry as in the first taster EBL activity above, with learners working in mixed groups of 3-4 around a computer. Consider the following question: how did your students respond to the open nature of this task? What other observations can you make that will help you evaluate the use of Geogebra to explore this topic. Note down the responses and observations. In the next session you will share this with the others.

'''Part B:''' Tidy up and make sense of the data for the group enquiry activities you have worked on in this session and be ready to present them next week. Decide on what would be the best way to present your ideas (e.g. charts, OpenOffice presentation) so that you can present your findings next week.

'''Part C:''' Continue to work on planning for a ‘project day’ or ‘field trip’ and share any development of ideas in the next session. It may be that you have introduced some form of EBL whether in the form of a mini EBL (as in Part A of this homework) or the ‘project or field day’. Be ready to share the positive, minus and interesting (PMI) points that you have noted so far when introducing EBL in your classrooms. The following additional set of questions can be considered for thinking and sharing of PMI, if you have already started to make use of EBL in your lessons:
* How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or in the case of a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? )
* Are the tasks open-ended enough so that students could also take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance)
* Can students conduct experiment, search for information or resources themselves?
* Can students interpret the information or data themselves?
* Can you persuade students to ask more questions without feeling shy or stupid?
* Can you show students that you can be a learner alongside them?
* Are the resources - inside and outside the classroom, human/material/digital - sufficient and accessible to all of them?
* Can you, and the rest of the class, give comments or criticisms that are constructive and sensitive? Can the group be encouraged to take on board constructive feedback?
* Are the students motivated to suggest more enquiry ideas of their own?

'''Part D:''' Carry out Stage 1 of your ‘project day’ or ‘field trip’. You could do this across a couple of lessons (or the longer sessions which we have arranged for in the timetable), or by setting half a day aside for this.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Starting the enquiry based learning process/review of follow up

2013-09-19T15:10:04Z

Lucian:

{{activity|Small group activity:| review of homework.|20}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks. You will remain in these small groups for most of the activities for this session.

'''Homework A: Small group planning task (5 mins)'''

Spend a few minutes discussing with your colleagues the resources you have developed (on enquiry ideas A-E) that you will be using later. You may like to consider some final editing of the resources (e.g. worksheet) or to make sure that you have all the items required (e.g. papers for paper aeroplane) to carry out the investigation later.

'''Homework B: Developing internet search skills (5 mins)'''

Discuss briefly with each other any new discoveries you have made when using Google. If you have managed to search for the video clip on the internet on '''EBL''' '''& OER use at the Aisha Project School, Zambia''', share with each other what you have learnt from the teacher on enquiry-based learning through the use of ICT.

'''Homework C: Planning ‘project or field day’ (10 mins)'''

Share in your small groups, any new ideas about the ‘project day’ or ‘field trip’:
# Topic/level of students.
# Lesson objective/success criteria.
# Venue for the event.
# Sample questions that ask learners what they know/think about some aspects of your chosen topic.
# Possible resources that you can make use of for this event.
# Use of ICT (if applicable).

OER4Schools/Starting the enquiry based learning process

2013-09-12T16:15:51Z

Lucian: /* Posing Real and Productive Questions */

{{OER4S
|title=Starting the enquiry-based learning process
|session=5.2
}}

''"You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it." Seymour Papert, MIT''

{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* posing real and productive questions to get the most from enquiry-based learning
* different ways to start off an enquiry-based learning lesson (eg brainstorm)
* preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes
* 4 levels of enquiry involving different amounts of student independence:
** demonstrated enquiry
** structured enquiry
** problem-solving enquiry
** independent enquiry

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a questioning game to practise using open and real questions
* continue to plan a a ‘project day’ or ‘field trip’ taking into account the four main parts of an enquiry based learning lesson:
** posing productive questions
** finding resources/doing an experiment
** interpreting information
** reporting findings
* do a PMI activity on the 4 levels of enquiry
* watch a sequence of videos focusing on the nature of the questions used by the teacher

|ict=In this session you will continue to apply the ICT skills
you have learnt so far for EBL, and to think about how they help you implement EBL in the classroom.

}}

= {{name for review of follow up}} =

{{review of follow up}}

= Overview of Enquiry-Based Learning (EBL) =
{{activity|otr|: Reading about EBL|10}} The essence of EBL is asking good investigative questions and that the students participate in the planning, researching and presentation of responding to these questions through projects and activities. It may be the case that the field trip activity you have thought about earlier can be a catalyst event for helping students to think about good enquiry questions!

Teachers can take many approaches to crafting an enquiry-based lesson, but Dr. Cornelia Brunner of the Center for Children and Technology ([http://cct.edc.org/ http://cct.edc.org/]) breaks it into four main parts: Posing Real Questions, Finding Relevant Resources, Interpreting Information and Reporting Findings.

[[Image:Unit5.2StartingtheEnquiryProcess.1.jpg]]

(http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry)

{{activity|stgw|: discussion in small groups|10}} Get into your previous group of 3-4 teachers again (as in last week’s ‘Planning an outdoor’ activity). Look through the questions in the diagram above in each of the four parts of the enquiry process. Think about how useful they are for the field trip you are planning to organise.

Discuss these questions:

# What questions will you select to use during the field trip? Did you use some of them already in your homework planning task?
# How will you structure the field trip such that students can go through the four main steps of enquiry learning?
# You will realise that for the students to complete the whole process of enquiry, '''it cannot easily happen within a single lesson! '''(Although you can do a mini-enquiry in one lesson.)''' '''How does this challenge your current thinking and practice of teaching?

{{Background| text=
The following further set of questions can be useful to help you plan the ‘project’ or ‘field-trip’ day:

* Will there be shared lesson objectives for all the students or would it differ considerably depending on what enquiry task is chosen?
* How will the enquiry tasks support enquiry, questioning, thinking and discussion?
* Will the tasks constitute a project or activity extending over and between lessons? If not, how can this be arranged?
* If so, will students do anything in between lessons? Will this involve research? Will parents/guardians or other family/community members be involved?

* Will the tasks be undertaken by
** individuals (perhaps cooperating by sharing equipment and helping each other with both technical issues and the task) - could enquire as a group but not strictly co-enquiry!
** groups (collaboratively planning and developing ideas, conducting the work, learning to compromise and giving feedback)
** or the whole class working together collaboratively?

* How will students record what they learned?
* If groups, will there be group presentations to the class?
* If groups, will different groups investigate different aspects of the topic and then share their knowledge with the class?
* What criteria will the class use to assess the outcomes of their enquiry? How will you ensure that any criticism is constructive and sensitive? How will the group be encouraged to take on board constructive feedback?
* How will students assess their own work?
}}

= Posing Real and Productive Questions =
In this section, we introduce the idea that it is important students know what a good enquiry question is and are willing to pose them. We suggest that it is very important for the teachers in the first stage of an enquiry-based lesson to help students to pose '''real questions and productive questions''' i.e. ''questions that are worth answering''. Ultimately, these will be questions that when answered will move the student's learning forward and deepen their understanding.

{{activity|wcb| on asking questions.|5}} Look at the following image and come up with as many enquiry type questions as you can relating to it. (Hint - think about the variables.) Record the questions on the blackboard/on a large piece of paper/on ether pad for use later:

[[image: Agnes 5.jpg|450px]]

{{activity|otr|: posing questions that are worth asking|5}}
'''Real questions''' are:
* questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer).
* questions that generally do not lead to simple yes/no answers (or just one possible answer). Instead, they are open-ended in nature to stimulate discussion and invite further investigation.
* questions that must ultimately be answerable through enquiry. Questions like "What colour is God?" or "Can I become a national leader?" are valid questions, but they are partially belief-based and not normally subject to the scientific methods that are at the root of enquiry-based learning in the current context. Similarly, questions that are highly personal (that are based on opinion), typically do not lend themselves to an enquiry for science and maths topics. (It is possible in other subjects and require other techniques of enquiry).

Some possible real questions coming from students may be: Why is the colour of the sky blue?, Why is the colour of the sea different at different points of the day in different places?, How do I actually see colours around us? How many soccer balls can fit in our classroom? A sample design task they might engage with is “Design a new school on the same site as yours and for the same number of students as your school.”

'''Productive''' '''questions''' can be used by the teacher to help students think about a problem in a desired direction. These types of questions are open enough to give opportunities for students to consider new ways of thinking. They usually involve questions like:
* What differences and similarities do you see between these objects (or situations)?
* Why do you think these results are different from the other experiment?
* In your opinion, what would happen if...?
* How do you think you could go about...?
* How might you explain...?
* How can we be sure...?
* How many...?
* What is the temperature...?

The “In your opinion...?” and “What/why do you think...?” are very important here as they do not ask the student for the right answer, rather they ask what the student is thinking. In this way, teachers can progress and support the students’ enquiries. Teachers may use productive questions to help students delve more deeply into their chosen enquiry area with the hope that once students have become open to thinking this way they can begin to ask productive questions of their own.

If teachers decide to give students the option of searching for good enquiry questions, they must help them identify and refine their questions for exploration and help them realise when a question is not appropriate for a given enquiry project. The process of refining questions includes helping students identify what they know and don't know about the subject, identifying sub-questions that may be part of the larger question and, most importantly, formulating hypotheses about what the answer might be at an early stage.

'''Look back at the list of questions from the brainstorm on the candle with jar over it image and try to classify them using your knowledge of the following question types:'''
* real
* productive
* closed
* open
* surface
* deep

{{ednote|text=
You may like to help participants to recall their learning on questioning in [[OER4Schools/2.2_Questioning|Session 2.2]]. The following background text is from that session.
}}

{{background|text=

'''''Closed versus Open questions:'''''

* ''Closed questions are factual and focus on a correct response. Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* ''Open questions have many answers. Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''

'''''Surface versus Deep questions:'''''

* ''Surface questions elicit one idea or some ideas. For example, What is the difference between organic and inorganic fertilizers? What is the use if carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* ''Deep questions elicit relations between ideas and extended ideas. For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

''‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.''

'''It is likely that real and productive questions need to be “open” or “deep” as well!'''
}}

= A questioning game =

{{activity|Game| about real and productive questions.|10}} This game is about learning to ask open and real questions. The idea is that you go round your group, and practice questioning.

To start with, decide on a topic to pose questions about to your colleagues. One person starts with an open-ended question that can be either real or productive. The next person could either comment on the previous question (e.g. how can we answer that question? Is it possible to find answers to that question?) or respond with a related open-ended question. This goes on as long as there is no repeating of a previous question. For example, the topic might be on light:

* Teacher A: Why is it important to have light?
* Teacher B : What would happen if there is no light?
* Teacher C: Where/when do you think light is used in particular?
* Teacher D: Who or what do you think particularly need light?
* Teacher E: How does light help or not help people?
* Teacher A: How does light come about?
* Teacher B: What kind of process is involved in seeing light?
* Teacher C: What is the speed of light ?
* Teacher D: I think the previous question does not lead to a productive discussion since it only has one correct answer, so how about changing it to: ‘How do we find out about the properties of light such as the speed?’

So now, choose topic, and start asking questions! After you have gone round the group once or twice (depending on the size of the group) you might want to do another round with another topic.

{{activity|otr| on bigger and smaller questions.|10}} You will realise that some of the questions are ‘bigger’ than the rest in terms of the possibilities that the question can be ‘broken down’ into ‘smaller’ ones. It is probably easier to respond to the ‘smaller’ sub-questions than the ‘bigger ones’. Therefore, responding to the smaller questions will give clues to answering the bigger questions. Bigger questions might frame a whole enquiry whereas smaller, sub-questions might collectively structure that enquiry.

Examples:
*Why is it important to have light? (‘bigger’ question)
*What would happen if there is no light? (‘smaller’ question)
*Where/when do you think light is used? (‘smaller’ question)
*Who or what do you think particularly need light? (‘smaller’ question)

It will be useful for the questions to be written out on the board so that everyone can see how the questions evolve (and to see the ‘size’ of each question) as each person poses a question.

{{ednote|text= Highlight to the teachers that such a process of posing, refining and sizing of questions is by itself a useful enquiry activity for students. We are inviting them to pose questions and think about what kind of investigation needs to take place to respond to the questions. It may be the case that some questions seem rather ‘straightforward’ so posing further probing questions like ‘how do you know’ or ‘why do you think so’ will be helpful to further deepen the thinking process of the students.}}

= Posing real and productive questions - video watching =

{{activity|otr| on posing real and productive questions|10}} Watch the following clip on Abel trying to get students to understand the relationship of area and perimeter. Pay attention to the questions he posed. What other questions could be asked to elicit the students ideas on the concept of area? How might a 'think pair share' approach to the class discussion have affected student’s learning? Consider the question, ‘How do/can we measure area?’. How might this question be developed into a useful enquiry activity for students?

{{: Video/Abel Clip 2.m4v }}

Continue to watch in the next clip, how Abel set up the class for students to explore the relationship of area and perimeter. What kind of probing questions did he use to help students in their learning?

{{:video/Abel Clip 4.m4v}}

The next clip shows how the students made use of Geogebra in their enquiry process. How do you think such an approach of learning would be helpful for the students? Do you think it helped them to become more engaged and confident? Why do you think so?

{{: video/Geogebra-group-interaction.m4v}}

What can you say about how confident the students seem in using this new technology?

= Four Levels of Enquiry =

{{activity|wcd| on the four levels of enquiry|5}} Read the following examples of teachers trying to start an enquiry-based learning lesson for a maths topic on angles of polygons. According to Douglas Llewellyn, the different approaches of enquiry-based teaching require teachers and students to play different roles in the enquiry-based learning process.

'''Teacher A: Demonstrated Enquiry'''

Teacher introduced new concepts of properties of polygons by showing the pupils different pictures of polygons and asking them to describe what they see (see table below). She explained or demonstrated the sum of angles for each polygon. Teacher asked students to explain the pattern across the shapes.

''Example of Question: What is the sum of the interior angles of a regular polygon with seven sides based on what I have shown you so far?''

Students attempted to answer questions which teacher assessed according to whether responses were correct or incorrect. Students took down notes for the topic. The lesson on this topic ended.

[[Image:Unit5.2StartingtheEnquiryProcess.2.jpg|600px]]

'''Teacher B: Structured Enquiry'''

Teacher B divided the class into groups and provided pictures of regular polygons for each group to investigate the property of their angles. The teacher provided step-by-step instruction and questions about how the students should be measuring and recording the angles of each polygon onto a table (see below):

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Number of sides?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Sum of interior angles?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Shape? '''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''What do you realise about the pattern?'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|}

''Example of Question: Can you record the number of sides and sum of interior angles of each of the polygon? What kind of pattern can you see?''

Teacher assigned roles to each pupil and asked the spokesperson to report on the group’s findings at the end of their investigation – which can take up to one or two days.

'''Teacher C: Problem-Solving Enquiry '''

Teacher posed the following problem for the pupils to investigate in groups. She wanted the pupils to think of ways to find out the interior angles of this regular polygon (see picture below) and to search the internet to find out where in the world such a polygon can exist physically as a building structure or object.

''Example of Question: You have come across this rather interesting regular polygon and are interested to find out what would be the total interior angles of it. How can you go about finding this out and be sure that the answer is correct? Where do you think you can see this polygon in the real world?''

[[Image:Unit5.2StartingtheEnquiryProcess.3.jpg|300px]]

Teacher directed students to some resources that they could search online. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days.

'''Teacher D: Independent Inquiry'''

Teacher asked each student to think of ways to find the general formula of the interior angle (S) of a regular n-sided polygon : ''S'' = (''n'' −2) × 180°/ ''n''

''Example of Question:'' ''You have come across several regular polygons. Can you work individually to find out a general formula to find the total interior angles of it up to 100 sides?''

Students worked on their own to derive a general formula. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days.

= PMI activity on the Four Level of Enquiry =

{{Activity|stgw|: PMI activity on the four levels of enquiry.|15}} Before having a brief discussion on the differences of the levels of enquiry, it may be helpful to do a PMI (positives, minuses, interesting) activity where you work in groups of two or three and consider the PMIs of each approach. Remember, you can also use a PMI activity to consider the possible pros and cons of a random statement as in the ‘Plants can now walk in our World!’ statement in 5.1.

Do a PMI activity and come up with something '''P'''ositive about and a '''M'''inus point about as well as something '''I'''nteresting about, in this case, the enquiry levels/approaches used by Teachers A, B, C and D and/or consider the following questions for discussion:

# What do you think are the main differences between the levels of enquiry?
# Where do you see yourself (Teacher A-D?) in terms of conducting an enquiry-based learning activity in your class if you were to teach them today? Why do you say that?
# Do you think there is a possibility that you will consider using a different approach to start an enquiry-based lesson in your class if you are given some time to plan? What and how will you go about trying?

{{ednote|text=
As the facilitator, look closely at what is being suggested as P, M, and Is. Critically discuss whether something suggested is really a minus, or whether it could be a Positive, or perhaps just interesting. You might say: "You have put down that students will be challenged as a minus. Is challenging your students a minus? How do we challenge students appropriately?" Also see where suggestions are similar across the four approaches. You might say: "You suggested that this was a Positive for all four teachers - where do you think this is the biggest Positive?"

Here is one way of organising the PMI activity so that all groups consider all 4 levels of enquiry - as represented by Teachers A to D:

* Place a piece of A4 paper with the title: ‘'''Teacher A: Demonstrated Enquiry'''’ on a desk (desk A) in one corner of the room.
* Then place a second piece of paper with the title: ‘'''Teacher B: Structured Enquiry'''‘ on a desk (desk B) in another corner of the room.
* A third piece of paper with the title: ‘'''Teacher C: Problem-Solving Enquiry''' ‘ should be placed on another desk (desk C) in a different corner.
* In the final corner should be placed a piece of of paper with the title: ‘'''Teacher D: Independent Inquiry'''‘ on it (desk D).
* Each group starts on a different desk. They will read through the enquiry approach for that Teacher, have a short discussion about the PMI’s of the Teacher/enquiry approach and write them down before moving on to the next desk in the A,B,C,D sequence (so A moves to B, B moves to C etc.).

After the first move, there will already be something positive ('''P'''), something negative ('''M''') and an interesting point ('''I''') written on the paper now in front of each group. If there are only three groups, the group starting at desk C and moving on to desk D will be greeted with another blank piece of paper Each group will read through the enquiry approach for that Teacher but they will have to think more deeply about ''their'' PMIs, moving beyond the obvious (so, they should not repeat what has been written but should extend their thinking, perhaps using those ideas). The third group to arrive at that desk will hopefully be able to use the other groups ideas to delve even deeper. By perpetuating this cycle all groups will get to discuss each of the Teachers with an increasing level of challenge to their thinking.

At the end of the activity, the four pieces of paper could be displayed so that everyone can see what has been written. Another discussion may arise out of this process, but that’s enquiry for you!

Another way to do this activity is to move the pieces of A4 paper from group to group. This works well if there are the same number of groups as pieces of paper -
Groups each choose from Teachers A, B, C or D, feedback one PMI related to their choice, and then pass their chosen teacher (piece of paper) on for the next group to consider. The next group must come up with a different PMI for that same Teacher. By the end of the activity each of A, B, C and D should have 4 PMI comments. The feedback comments could be written on the board by the facilitator for ongoing discussion or written on the piece of A4 paper and passed on.}}

There is no single correct way to teach or to conduct an enquiry. Effective teachers are resourceful and have a whole repertoire of teaching strategies which they draw on as appropriate, according to the topic, task, level of student confidence and knowledge. The diagram below shows how levels of teacher support and student independence might vary.

[[Image:Unit5.2StartingtheEnquiryProcess.4.jpg]]

{{ednote|text= The differences between the approaches of the four teachers can be understood based on '''differing levels of teacher support or scaffolding (maximum for teacher A) '''for the students and '''students’ independence in their learning (maximum for teacher D)'''. While we hope that we can help our students to take up more responsibility and ownership through enquiry-based learning, we trust that the teachers can make appropriate decisions on which level of support or scaffolding is best suited for their students at any point. One thing that can be common across the approaches is that a teacher should always strive to be a co-learner with the students and not assume that he/she already has all the answers. Be prepared for surprises and that the students’ questions and findings might be very illuminating indeed!}}

= Making use of Enquiry Ideas =

[[Image:Patricia 1.jpg|300px]] [[Image:Judith 3.jpg|300px]] [[Image:Agnes 3.jpg|300px]]

{{activity|stgw| on making use of enquiry ideas|10}} Below are five enquiry ideas (A-E) that could be turned into an enquiry in your class. Please note that these are just ''enquiry ideas'' which means that you need to go through substantial thinking and planning for the ideas to be introduced in a lesson to engage students in their own enquiry. It may be that you do not find some of the ideas useful at all, in which case you are welcome to come up with your own enquiry ideas to discuss as a group.

Divide yourself into groups of three or four teachers. You should read through all the enquiry ideas and eventually pick one or two ideas for the group activity that you will be working on together in this session and in the next two weeks. As you are reading through these ideas, think about the following:

#Are the ideas interesting and engaging for my students?
#Are the ideas relevant to the curriculum? What subject will it be most relevant to introduce them?
#What can be an appropriate lesson objective(s) if you do make use of the enquiry ideas?
#What kind of resources will you need and are they easily accessible to you and your students?
#How will you introduce the ideas in the first lesson (recall what are some of the ways to present your questions that you have learnt in the previous session) and how many lessons do you think you will need to complete the enquiry process?

'''Idea A: Investigating paper airplane design'''

[[image: airplane.png|250px]]

There are many different designs of paper aeroplanes. Some of them have a very plain design but can fly a longer distance whereas some can have rather interesting design but do not fly as well. What are the factors that affect how far a paper airplane can fly?

You may like to refer to the following web references for more information:

* Examples of airplane designs imitating flying and gliding animals:
** http://srel.uga.edu/kidsdoscience/sci-method-planes/airplane-designs.pdf
* Examples of airplanes with instructions and videos on how to fold them:
** http://www.funpaperairplanes.com/Plane%20Downloads.html
** http://www.origami-resource-center.com/paper-airplane-instructions.html
* Examples of the actual lessons on investigating the flights of paper airplanes using scientific method as an extended project:
** http://camillasenior.homestead.com/paper_airplanes.pdf
** http://srel.uga.edu/kidsdoscience/kidsdoscience-airplanes.htm

''Tip: Students could use what they have learned from their enquiry to design their own enhanced airplane.''

'''Idea B: Investigating the process of hand washing'''

[[image: left arm.png|200px]]
[[image: bowl of water.png|200px]] [[image: soap.png|80px]]

We have been told that washing of our hands is an important part of maintaining hygiene and preventing the spread of germs and viruses. How do you know that you have spent adequate time washing your hands each time?

* Example of lesson plan on investigating hand washing
** http://www.bam.gov/teachers/activities/epi_4_hand_wash.pdf
* Example of youtube video on emphasising importance of washing hands
** http://www.youtube.com/watch?v=mY8Kx2iW2ls
** http://www.youtube.com/watch?v=tmMGwO4N0Vc
* Video of a Zambian teacher doing this enquiry with her students
** {{: Video/Judith.m4v }}

'''Idea C: Investigating the vegetables and trees within our community'''

What are some of the vegetables and trees that are grown in our community? Why are they being grown here? (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango)

Some possible areas of investigation: location of vegetable/trees (e.g. type of soil and availability of water source like a stream), medicinal properties (e.g. is it used as a traditional medicine?), nutritional properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values. You might like to select one or two areas of investigation for a start.

* Example of youtube video on tree planting in Zambia
** http://www.youtube.com/watch?v=u5gCho1S5oc
** http://www.youtube.com/watch?v=iL5e40UL20I
** http://www.youtube.com/watch?v=kGdN8F_igVo
* Example of website on ‘treevolution’ in Zambia
** http://www.greenpop.org/projects/trees-for-zambia/
* Video of a Zambian teacher doing an enquiry on water retention in different soil types with her students
** {{: Video/Day 1 Patricia lesson clip4.m4v }}

'''Idea D: Planning for a trip to the game reserves and Victoria Falls'''

[[image: Victoria_Falls.png|800px]]

Imagine you have two overseas visitors who have just arrived in Lusaka and would like to visit a game reserve near Lusaka, plus the Victoria Falls and one other interesting site by car. The two visitors only have one day to visit these three places by car. Can you inform the visitors about the distance to these places from Lusaka city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at Lusaka city centre? Please state the distance of travelling to each place and the approximate time required to travel.

Example of website on visiting Zambia:
* http://www.zambiatourism.com/welcome.htm

Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: out how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops?

'''Idea E: Investigating my body and how it works'''

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down.

Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work:

* lung capacity and how it varies with height/sex/pulse rate/chest circumference {{: Video/Aggie.m4v }}
* BMI and being healthy {{: Video/Judith_body_A4.m4v }} 13.59 min

= Discussion of Enquiry Ideas =
{{ednote|text=This activity is optional if small groups need more time to discuss.}}

{{activity|wcd| on enquiry ideas|10}} Nominate one or two representatives from each group to share the enquiry ideas they have discussed in the previous activity. In particular, highlight the reasons for selecting the enquiry ideas that the group has chosen and share ideas on how the teacher should present the enquiry ideas and questions in the first lesson. Share any possible challenges that the teacher may face. The rest of the participants should provide constructive questions or comments to help the group to sharpen their ideas further.

= ICT practice: Making use of ICT in enquiry-based learning =
{{:OER4Schools/ICT/include}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{todo|This homework is way too long! contents need to be discussed in the session, and then briefly stated here}}

{{activity|Agreeing follow up activities|5}}

Part A: Small group planning task.

Work with the same small group of colleagues to develop the resources (e.g. worksheets and materials) for one or two enquiry ideas that you have discussed just now that will be necessary to carry on the enquiring process by your students. Bring these resources next week (including the materials like the paper for the paper aeroplane) so that you can start the data collection and interpreting process as a group. Remember that you have time to work on at most two enquiry ideas so please choose the idea(s) that you really want to work on! If you think that you have OTHER ideas that you prefer to work on, that is fine but do ensure that you have thought through the questions we have suggested to you earlier. You may find this document useful as it contains some further enquiry ideas that have been developed by students alongside examples of their work: [[file:Developing Higher Order Scientific Enquiry Skills.pdf]]

Part B: Developing Internet search skills

Internet search skills are very important as the internet is typically the first stop to obtaining information on specific news and topics of interest. You may like to direct your students to specific web sites in the early stage of an EBL lesson.

We suggest that you spend some time viewing the following YouTube clips on internet search skills. This can also be done as a group session using a projector, if preferred.

{{: video/How to scan and skim sources on the Internet.mp4 }}

{{: video/Learn how to search the Internet effectively.mp4 }}

{{: video/Learn how to use Google expert search.mp4 }}

{{: video/How to use Google Earth in the classroom.mp4 }}

After you have looked at the video clips above, please try to search for a video clip on the internet on '''Enquiry-based learning & OER use at the Aisha Project School, Zambia.''' Can you summarise what the teacher in the clip has said about enquiry-based learning through the use of ICT?

{{ednote|text=
When you discuss the homework with the participants, let them know that they can ask you for help in navigating to this site if they have difficulty finding the clip. The clip can be found at
http://vimeo.com/12669204 (and is available offline as Enquiry-based learning at Aisha Project School.mp4).

The clip shows Andreia Santos (http://aisantos.wordpress.com) interviewing Brighton Lubasi about the use of open educational resources at the Aisha Project School in Lusaka, Zambia. Brighton explained how they drew on an enquiry-based pedagogy for learning with OER. The interview was carried out during Andreia's visit to Zambia to attend and present at the E-learning Africa Conference in May 2010.
}}

Part C: Notes for planning 'project or field day'

We hope today's session will help you to develop your ideas for an enquiry-based ‘project day’ or ‘field trip’. Be prepared to share any updates of your ideas in the next session (5.3). In the previous session (5.1) , we introduced these questions to help you plan for your own EBL 'field trip' or 'project day' so be sure to refer to them:

* What is a suitable topic?
* What is a suitable lesson objective/success criteria?
* Where would be a suitable venue for the event?
* What kind of questions could you pose during the enquiry? Is there a main enquiry question and sub-questions? Can you phrase some sample questions that ask learners what they know/think about some aspects of your chosen topic? Are you giving opportunity for the students to pose their own questions? What might they like to know/find out?
* What specific resources (e.g. worksheets, objects, internet links) have you come up with for the event?
* How can the students make use of ICT to facilitate their enquiry process?
* Consider also what are some administrative requirements you need to attend to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?

The table below summarises the different kind of questions that we have discussed so far.

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Open-ended’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Deep’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Real’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Productive’ Questions'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers.

''Examples:''

''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas.

''Examples:''

''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer).

''Examples should come from the students themselves!''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions help students to delve more deeply into an enquiry area. May be posed by the teacher initially to support and progress students’ enquiries.

''Examples:''

''Probing questions starting with “in your opinion”, “what would happen”, why do you think”, “how can you be sure” etc''

|}

{{setting of follow up}}

= References =

* Pollard, A., Anderson, J.,Maddock, M.,Swaffield, S., Warin, J., Warwick, P., 2002. ''Reflective teaching: Effective and evidence‐informed professional practice'', London: Continuum.
* Llewellyn, D. 2011. ''Differentiated Science Inquiry'', Thousand Oaks CA: Corwin.

= Acknowledgements =

We thank YouthLearn Initiative at Education Development Center (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry inquiry) and Futurelab (http://www.enquiringminds.org.uk/terms_of_use/) for kindly allowing us to use the material from their website.

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Introduction to enquiry based learning

2013-09-12T15:54:34Z

Lucian: /* Follow-up activities */

{{OER4S
|title=Introduction to enquiry-based learning
|session=5.1
}}

''"''''You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it."'''''

'''Seymour Papert, MIT'''

{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* De Bono's PMI (positive/minus/interesting) technique to encourage analytical thinking
* the aims and process of enquiry-based learning
* preparing for enquiry-based learning through a series of lessons and a ‘project day’ or ‘field trip’ for mathematics or science classes

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* apply DeBono's PMI technique to the fictitious scenario of plants being able to walk
* watch videos of different teachers introducing enquiry-based lessons and discuss
* in groups, decide on a suitable topic area for extended project work and plan an outline (to include learning objectives)

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* online simulations, and
* think about how to use these in the context of EBL.

|resources=
Resources needed for this session:
* large white piece of paper
* different colours of markers or coloured pens
* computer/laptop/netbook and internet.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

{{ednote|text=
By now the facilitator should appreciate the importance of pacing each session well by making good use of time-management techniques. This unit, like many of the others, will involve participants in many discussion, hands-on and planning activities. You may need to intervene and move things on if participants are spending too much time on an activity (in relation to the time you have available). Or you may decide that they can benefit from continuing an activity longer than anticipated, if you judge that most/all participants are still gaining new knowledge/experience from that activity. Please take note of our recommendations about whether each activity is crucial or optional. This should help you to decide on whether to spend more or less time on it.
}}

= A Taste of Enquiry-Based Learning =

In this unit we will explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry.

[[image: Martha 1.jpg|400px]]

{{activity|wcd|: Positives, Minuses, Interesting.|5}} In this {{activitytag|Positives, Minuses, Interesting (PMI)}} activity there are no correct answers. Doing a PMI activity involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities.

Consider the following imaginary scenario: '''Plants can now walk in our world!'''

(It is important to realise that plants do not need to move because they make their own food by photosynthesis – animals have to move in order to forage for food.)

What would be some positives, minuses or interesting points you can think of, if this scenario was actually true?

{{ednote|text=
Possible responses:
* P (positives): the plant could move to where there is more light or water
* M (minusses): the plant would waste energy by moving
* I (interesting): we have to be sensitive and aware of plants walking on the roads and in our houses - there is a huge potential for creativity here as students explore the outrageous possibility of having plants walking around and the consequences that this may bring

For further examples, navigate to:
http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx
}}

{{activity|wcd| on enquiry-based learning|10}} You may have heard of “enquiry-based learning” (EBL) being practised in other subjects (e.g. geography) or in higher grades through farming or industry projects. For instance, you may have heard of teachers bringing their students outside the classroom to learn about commercial and subsistence farming. The quotes below show two Zambian teacher's thoughts about enquiry-based learning; read the text, then offer your own understanding of EBL as a group.

'''Abel:''' ''To me, Enquiry-based learning is a flexible, student-centred method of teaching and learning. It engages learners with a complex problem or scenario that is open-ended to allow a variety of responses or solutions. Its success depends on the guidelines teachers give about how students can be involved in self-directed enquiry. This way of teaching caters to different abilities of students and encourages them to learn on their own, even beyond schooling. This is what life-long learning should be. It may also help students to develop leadership skills as they manage complex projects with their friends.''

'''Agness:''' ''Enquiry-based learning reminds me of projects focusing on industry or farming, where a teacher can take the learners out of the classroom to experience and analyse the actual farming process, what vegetables are grown within the area or how cotton is processed into a fabric and then designed into a dress. Such a form of learning is stimulating for the students and encourages them to be actively involved in asking questions and seeking out new ideas or evidence.''

= What is Enquiry-Based Learning? =
{{activity|otr| Video and discussion|20}} Watch the following six clips showing three different teachers trying to introduce some form of enquiry in the classroom. Think about these questions as you are watching and discuss them when you have finished watching all of the clips:

# Did the three different teachers introduce the lesson in a way that is similar or different from a usual maths or science lesson in your classroom? How?
# Do you think that such a way of ‘setting up’ the lesson can engage the students productively over time? Why? Do you think your own students will enjoy this kind of lesson?
# What questions did the teachers pose to arouse the curiosity and interest of the students?
# What kinds of classroom organisation or resource are needed to support this way of teaching?
# What new skills do you think your students might need to enable them to work in this way?

Try to focus on these specific questions above rather than on the teaching style of the teacher (e.g. the classroom management/mannerism)!

'''Teacher 1/Clip 1:''' An activity on 3D shapes.

{{: Video/Noxolo_3Dshapes_1.2-10.m4v }}

'''Teacher 2/Clips 2 - 5:''' The Power of 2: What would you choose?

{{: Video/Pindi_exponentials_2.1-1.m4v }}

{{: Video/Pindi_exponentials_2.3-18.m4v }}

{{: Video/Pindi_exponentials_2.4-23.m4v }}

{{: Video/Pindi_exponentials_2.4-21.m4v }}

These four clips show Pindi introducing a problem involving exponentials and then taking the students to the school hall to draw the graph. Why do you think they went to the school hall?

'''Teacher 3/Clip 6: How can we learn mathematics through using used plastic bottles for building a house?'''

{{: Video/The_impact_of_inquiry_based_learning_on_students_and_teacher.mp4 }}

'''Additional video clips of ways to introduce EBL lessons'''

The previous video-watching activity could be run as a group activity rather than a whole class one, with groups watching different videos and reporting back their thoughts on them along with an outline of their contents. These additional clips could then be used to augment the previous clips. The clips may also be useful during private reflection after the session to give additional insights into how to start off an enquiry, with participants bearing the questions in mind.

'''Teacher 4/Clips 7 and 8'''

These clips show a Zambian teacher introducing the topic of air with a view to doing various enquiry-based learning activities with the students. In the clips she is arousing their curiosity by asking, 'Why do trees shake?'

{{todo|Insert videos}}

{{: Video/Agness_Air_A2.m4v }} (with first few seconds cut as per 'Video clips October 2012' document on Googledocs)

{{: Video/Agness_Air_A3.m4v }}

Later on, she does the following demonstration:

{{: Video/Agness_Air_A8.m4v }}

There are a number of different enquiry questions that could be asked using the 'jar over a lit candle' demonstration as a starting point. Have a think about what some of these might be.

{{ednote|text=
Facilitator may like to highlight that there is a spectrum of practices of enquiry-based learning: from one that is very teacher-directed (teacher chooses the questions and organises the activities) to one that is more student-directed (teachers provides only a stimulus picture and students decide what more they would like to find out. If there is time, ask participants to discuss what would be the most appropriate form of enquiry-based learning for their classrooms currently. Most likely it will be the former rather than the latter - which is fine to start with!
}}

{{activity|wcd| - continuation of previous discussion|10}} Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own.

= Benefits of Enquiry-Based Learning =
{{activity|otr| on benefits of EBL|10}} Read the following summary texts on the benefits of EBL and think about whether you are convinced by the claims of the authors? Make notes or annotations on the page if you have a paper copy and want to do so.

{{background|text=
'''Enquiry-based learning helps ''students'' to be:'''
* inquisitive and curious about things that they experience in their everyday lives
* able to pose problems, ask questions, and recognise issues that they would like to explore
* able to develop an understanding that knowledge changes over time as people challenge, shape and contribute to it
* responsible for deciding what they learn and how they learn it
* confident that they too can challenge, shape and contribute to knowledge
* aware that there are always multiple perspectives for looking at, analysing and understanding things
* able to propose solutions to problems and questions, and to know how to pursue these solutions.

'''Enquiry-based teaching supports ''teachers'' to be:'''
* open to students’ ideas about the processes and directions of their learning
* keen to learn about how ideas and knowledge are produced in subjects other than their own
* able to research topics and make connections between ideas
* interested in students’ lives and cultures
* able to challenge students to critique, expand and build upon the knowledge they have from their own experiences and ideas.

(Taken from: http://www.enquiringminds.org.uk/)

'''Impact on learning.''' Enquiry-based teaching and learning have been shown to '''increase motivation and interest '''of learners and teachers, and can '''significantly''' '''increase achievement on standardised tests'''. The increased focus required of the learners to discuss and be involved in practical work means that there will be less emphasis on writing down factual information only. On the whole, students will be involved in more higher order thinking and this increases the level of challenge of learning for all the learners.

(Taken from “Bright Ideas in Primary Science” evaluation in 16 schools: http://www.brookes.ac.uk/schools/education/rescon/azsttp.html
}}

{{activity|wcd| on issues and concerns on EBL|10}} The benefits of enquiry have been outlined but what are the '''issues or concerns''' that might arise? How can these be addressed?

{{ednote|text=
The facilitator should make use of the opportunity to discuss with the participants what are some challenges in making use of EBL. It may be the case that some participants would choose to focus on the negatives - lack of suitable venues, managing students, lack of time, unwilling to plan for lessons that will span across days. It will be helpful to discuss their concerns while at the same time to direct their attentions to the possibilities and strengths of EBL.
}}

= Planning an outdoor activity =

[[file: fieldtrip3.jpeg|300px]] [[file: fieldtrip2.jpeg|300px]] [[file: fieldtrip1.jpeg|200px]]

{{activity|stgw|10}} Each group of 3-4 participants should have access to the following material:
* large white piece of paper
* different colours of markers or coloured pens

Imagine that you are very interested in bringing your students outside the classroom to learn certain maths or science concepts using an authentic ‘real-life’ approach. Up to now, the ideas have just been ‘lingering’ in your mind. You are curious to know of the possibilities and what other participants think about it! Let’s call this learning experience a “field trip” or “project day”.

Nominate a leader in your group who will read out the instructions and facilitate the group work by writing down the ideas on the sheet of white paper.

== Identify Possible Objectives ==

Take a coloured marker/pen and write "Objectives of Field Trip" in the center of the paper. Now circle it, as shown in the illustration below. Brainstorm on '''one or two maths and science topics''' that you would like to focus on and write within the circle. Write down as well '''what are the possible lesson objectives''' of the field trip – to help all of you to focus on generating more ideas later.

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]]

== Identify Possible Sites of Learning ==
Use a different colour marker/pen and draw a bigger circle around the previous circle. Write down “Where to go?” at the top of the circle. Brainstorm and write down within the bigger circle, '''where are the possible sites '''you could bring your students to learn about the maths/science concepts outside the classroom. You may need to consider the practical issues of whether the site is safe for the students and whether it is easy to bring a class of students to that particular venue. (You can choose the school grounds if you want or it may in fact take place just within your classroom!) Also, consider whether the sites will be able to help students learn the objectives of your lessons.

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.2.png]]

== Advancing Ideas of Possible Activities ==

Draw a rectangle around the previous shapes (outside the outer circle) using a different coloured marker/pen. As shown in the illustration, brainstorm and write down within the rectangle, '''what can we do at the various sites? '''Again, consider the safety and convenience issues, and whether the activities can actually serve to help students achieve the learning objectives (or whether the classroom will be actually be much better!)

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.3.png]]

== Mapping and Presentation of Possible Ideas ==

Try to follow the different paths of ideas by connecting the ideas in different logical ways:

On our field trip which I intend to help the students to learn ___________ (topic and objective of field trip?), we could bring the students to ___________ (where to go?) where we can ______________ (do what?).

In your group, try to come up with as many different ideas as possible and decide on '''what are the ideas '''that you feel would be most workable/not so workable. State your reasons for saying so. Identify some resources that you will need to prepare for the field trip.

Present your outcomes to the rest of the participants. It will be helpful to be '''as specific as possible '''so for instance, “a lesson on a science topic on plants in the school field outside the classroom for students to explore the plants there” will be much too vague!

{{ednote|text=

The facilitator should highlight to the participants that they themselves have gone through a structured enquiry-based activity in a group setting, to help them find out about the possible ways to organise a field trip for their students.

Compare the activities that were developed. Are those actually enquiry-based activities or do they have the potential to become them? Are the questions sufficiently open-ended and rich? Which of the other features of enquiry that we have identified do they have? If none, why? If so, ask them to consider why they think this is an enquiry-based learning activity?

How possible would it be for their students to make use of EBL? Do they think that such a method of learning will be well-received by the students and their parents? }}

= ICT practice: Making use of ICT in Enquiry-Based Learning =
{{:OER4Schools/ICT/include}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|1}} '''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Your reflections can be oral using the dictaphone, you don't need to write them out, but please remember to include challenges you faced as well as benefits of new approaches you trialled.

As we are nearing the end of the year’s programme, we would also like to return to the ''''most significant change'''' technique and ask you to use your portfolio to create a story illustrating the biggest change you feel you have made in your thinking and practice over the year.

{{fup|2}} Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions).

# What is a suitable topic for the grade(s) of your students?
# What are suitable lesson objectives/success criteria?
# Where would be a suitable venue for the event?
# What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see [[OER4Schools/Whole_class_dialogue_and_effective_questioning|Unit 2 on questioning]] and table below).

As your planning progresses, consider how you think your enquiry project might be extended to do this.

# Can you make use of the OpenOffice spreadsheet to create a database on the possible resources that you require for such an event?
# Consider also what are some administrative requirements you need to attend to to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?)

{{fup|3}} Complete the ICT tutorials. Consider and be ready to share in the next session how the OpenOffice spreadsheet and/or GeoGebra can be a useful tool for enquiry-based lessons.

{{setting of follow up}}

= Additional reading for part 2 of the follow-up activities =

'''Guiding questions to help you plan an enquiry task'''

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Open-ended’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Deep’ Questions'''
|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers.

''Examples: ''

''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas.

''Examples:''

''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

|}

These questions will according to Dr Benjamin Bloom be ‘higher-level’ thinking questions. The levels (“taxonomy”) of questions that Bloom has developed form a framework used by many teachers across the world to develop questions that help students progress from concrete to abstract thinking. You may remember it was introduced in the VVOB handout “Questioning the questions” as part of the homework for Session 4.1. The taxonomy classifies learning into six progressive levels of complexity and abstraction:

# Knowledge – students should: describe; identify; recall.
# Comprehension – students should: translate; review; report; restate.
# Application – students should: interpret; predict; show how; solve; try in a new context.
# Analysis – students should: explain; infer; analyse; question; test; criticise.
# Evaluation – students should: assess; compare and contrast; appraise; argue; select.
# Creation – students should: design; create; arrange; organise; construct.

On this scale, knowledge is the lowest-order thinking skill and creation is the highest. Enquiry-based learning aims to help students learn to analyse, evaluate and create.

= Acknowledgements =

We thank YouthLearn Initiative at Education Development Center (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry inquiry) and Futurelab (http://www.enquiringminds.org.uk/terms_of_use/) for kindly allowing us to use the material from their website. We also thank Professor Katja Maaß for permission to use the Primas video on the impact of inquiry-based learning on students and teachers.

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Introduction to enquiry based learning

2013-09-12T15:50:15Z

Lucian: /* Mapping and Presentation of Possible Ideas */

{{OER4S
|title=Introduction to enquiry-based learning
|session=5.1
}}

''"''''You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it."'''''

'''Seymour Papert, MIT'''

{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* De Bono's PMI (positive/minus/interesting) technique to encourage analytical thinking
* the aims and process of enquiry-based learning
* preparing for enquiry-based learning through a series of lessons and a ‘project day’ or ‘field trip’ for mathematics or science classes

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* apply DeBono's PMI technique to the fictitious scenario of plants being able to walk
* watch videos of different teachers introducing enquiry-based lessons and discuss
* in groups, decide on a suitable topic area for extended project work and plan an outline (to include learning objectives)

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* online simulations, and
* think about how to use these in the context of EBL.

|resources=
Resources needed for this session:
* large white piece of paper
* different colours of markers or coloured pens
* computer/laptop/netbook and internet.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

{{ednote|text=
By now the facilitator should appreciate the importance of pacing each session well by making good use of time-management techniques. This unit, like many of the others, will involve participants in many discussion, hands-on and planning activities. You may need to intervene and move things on if participants are spending too much time on an activity (in relation to the time you have available). Or you may decide that they can benefit from continuing an activity longer than anticipated, if you judge that most/all participants are still gaining new knowledge/experience from that activity. Please take note of our recommendations about whether each activity is crucial or optional. This should help you to decide on whether to spend more or less time on it.
}}

= A Taste of Enquiry-Based Learning =

In this unit we will explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry.

[[image: Martha 1.jpg|400px]]

{{activity|wcd|: Positives, Minuses, Interesting.|5}} In this {{activitytag|Positives, Minuses, Interesting (PMI)}} activity there are no correct answers. Doing a PMI activity involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities.

Consider the following imaginary scenario: '''Plants can now walk in our world!'''

(It is important to realise that plants do not need to move because they make their own food by photosynthesis – animals have to move in order to forage for food.)

What would be some positives, minuses or interesting points you can think of, if this scenario was actually true?

{{ednote|text=
Possible responses:
* P (positives): the plant could move to where there is more light or water
* M (minusses): the plant would waste energy by moving
* I (interesting): we have to be sensitive and aware of plants walking on the roads and in our houses - there is a huge potential for creativity here as students explore the outrageous possibility of having plants walking around and the consequences that this may bring

For further examples, navigate to:
http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx
}}

{{activity|wcd| on enquiry-based learning|10}} You may have heard of “enquiry-based learning” (EBL) being practised in other subjects (e.g. geography) or in higher grades through farming or industry projects. For instance, you may have heard of teachers bringing their students outside the classroom to learn about commercial and subsistence farming. The quotes below show two Zambian teacher's thoughts about enquiry-based learning; read the text, then offer your own understanding of EBL as a group.

'''Abel:''' ''To me, Enquiry-based learning is a flexible, student-centred method of teaching and learning. It engages learners with a complex problem or scenario that is open-ended to allow a variety of responses or solutions. Its success depends on the guidelines teachers give about how students can be involved in self-directed enquiry. This way of teaching caters to different abilities of students and encourages them to learn on their own, even beyond schooling. This is what life-long learning should be. It may also help students to develop leadership skills as they manage complex projects with their friends.''

'''Agness:''' ''Enquiry-based learning reminds me of projects focusing on industry or farming, where a teacher can take the learners out of the classroom to experience and analyse the actual farming process, what vegetables are grown within the area or how cotton is processed into a fabric and then designed into a dress. Such a form of learning is stimulating for the students and encourages them to be actively involved in asking questions and seeking out new ideas or evidence.''

= What is Enquiry-Based Learning? =
{{activity|otr| Video and discussion|20}} Watch the following six clips showing three different teachers trying to introduce some form of enquiry in the classroom. Think about these questions as you are watching and discuss them when you have finished watching all of the clips:

# Did the three different teachers introduce the lesson in a way that is similar or different from a usual maths or science lesson in your classroom? How?
# Do you think that such a way of ‘setting up’ the lesson can engage the students productively over time? Why? Do you think your own students will enjoy this kind of lesson?
# What questions did the teachers pose to arouse the curiosity and interest of the students?
# What kinds of classroom organisation or resource are needed to support this way of teaching?
# What new skills do you think your students might need to enable them to work in this way?

Try to focus on these specific questions above rather than on the teaching style of the teacher (e.g. the classroom management/mannerism)!

'''Teacher 1/Clip 1:''' An activity on 3D shapes.

{{: Video/Noxolo_3Dshapes_1.2-10.m4v }}

'''Teacher 2/Clips 2 - 5:''' The Power of 2: What would you choose?

{{: Video/Pindi_exponentials_2.1-1.m4v }}

{{: Video/Pindi_exponentials_2.3-18.m4v }}

{{: Video/Pindi_exponentials_2.4-23.m4v }}

{{: Video/Pindi_exponentials_2.4-21.m4v }}

These four clips show Pindi introducing a problem involving exponentials and then taking the students to the school hall to draw the graph. Why do you think they went to the school hall?

'''Teacher 3/Clip 6: How can we learn mathematics through using used plastic bottles for building a house?'''

{{: Video/The_impact_of_inquiry_based_learning_on_students_and_teacher.mp4 }}

'''Additional video clips of ways to introduce EBL lessons'''

The previous video-watching activity could be run as a group activity rather than a whole class one, with groups watching different videos and reporting back their thoughts on them along with an outline of their contents. These additional clips could then be used to augment the previous clips. The clips may also be useful during private reflection after the session to give additional insights into how to start off an enquiry, with participants bearing the questions in mind.

'''Teacher 4/Clips 7 and 8'''

These clips show a Zambian teacher introducing the topic of air with a view to doing various enquiry-based learning activities with the students. In the clips she is arousing their curiosity by asking, 'Why do trees shake?'

{{todo|Insert videos}}

{{: Video/Agness_Air_A2.m4v }} (with first few seconds cut as per 'Video clips October 2012' document on Googledocs)

{{: Video/Agness_Air_A3.m4v }}

Later on, she does the following demonstration:

{{: Video/Agness_Air_A8.m4v }}

There are a number of different enquiry questions that could be asked using the 'jar over a lit candle' demonstration as a starting point. Have a think about what some of these might be.

{{ednote|text=
Facilitator may like to highlight that there is a spectrum of practices of enquiry-based learning: from one that is very teacher-directed (teacher chooses the questions and organises the activities) to one that is more student-directed (teachers provides only a stimulus picture and students decide what more they would like to find out. If there is time, ask participants to discuss what would be the most appropriate form of enquiry-based learning for their classrooms currently. Most likely it will be the former rather than the latter - which is fine to start with!
}}

{{activity|wcd| - continuation of previous discussion|10}} Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own.

= Benefits of Enquiry-Based Learning =
{{activity|otr| on benefits of EBL|10}} Read the following summary texts on the benefits of EBL and think about whether you are convinced by the claims of the authors? Make notes or annotations on the page if you have a paper copy and want to do so.

{{background|text=
'''Enquiry-based learning helps ''students'' to be:'''
* inquisitive and curious about things that they experience in their everyday lives
* able to pose problems, ask questions, and recognise issues that they would like to explore
* able to develop an understanding that knowledge changes over time as people challenge, shape and contribute to it
* responsible for deciding what they learn and how they learn it
* confident that they too can challenge, shape and contribute to knowledge
* aware that there are always multiple perspectives for looking at, analysing and understanding things
* able to propose solutions to problems and questions, and to know how to pursue these solutions.

'''Enquiry-based teaching supports ''teachers'' to be:'''
* open to students’ ideas about the processes and directions of their learning
* keen to learn about how ideas and knowledge are produced in subjects other than their own
* able to research topics and make connections between ideas
* interested in students’ lives and cultures
* able to challenge students to critique, expand and build upon the knowledge they have from their own experiences and ideas.

(Taken from: http://www.enquiringminds.org.uk/)

'''Impact on learning.''' Enquiry-based teaching and learning have been shown to '''increase motivation and interest '''of learners and teachers, and can '''significantly''' '''increase achievement on standardised tests'''. The increased focus required of the learners to discuss and be involved in practical work means that there will be less emphasis on writing down factual information only. On the whole, students will be involved in more higher order thinking and this increases the level of challenge of learning for all the learners.

(Taken from “Bright Ideas in Primary Science” evaluation in 16 schools: http://www.brookes.ac.uk/schools/education/rescon/azsttp.html
}}

{{activity|wcd| on issues and concerns on EBL|10}} The benefits of enquiry have been outlined but what are the '''issues or concerns''' that might arise? How can these be addressed?

{{ednote|text=
The facilitator should make use of the opportunity to discuss with the participants what are some challenges in making use of EBL. It may be the case that some participants would choose to focus on the negatives - lack of suitable venues, managing students, lack of time, unwilling to plan for lessons that will span across days. It will be helpful to discuss their concerns while at the same time to direct their attentions to the possibilities and strengths of EBL.
}}

= Planning an outdoor activity =

[[file: fieldtrip3.jpeg|300px]] [[file: fieldtrip2.jpeg|300px]] [[file: fieldtrip1.jpeg|200px]]

{{activity|stgw|10}} Each group of 3-4 participants should have access to the following material:
* large white piece of paper
* different colours of markers or coloured pens

Imagine that you are very interested in bringing your students outside the classroom to learn certain maths or science concepts using an authentic ‘real-life’ approach. Up to now, the ideas have just been ‘lingering’ in your mind. You are curious to know of the possibilities and what other participants think about it! Let’s call this learning experience a “field trip” or “project day”.

Nominate a leader in your group who will read out the instructions and facilitate the group work by writing down the ideas on the sheet of white paper.

== Identify Possible Objectives ==

Take a coloured marker/pen and write "Objectives of Field Trip" in the center of the paper. Now circle it, as shown in the illustration below. Brainstorm on '''one or two maths and science topics''' that you would like to focus on and write within the circle. Write down as well '''what are the possible lesson objectives''' of the field trip – to help all of you to focus on generating more ideas later.

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]]

== Identify Possible Sites of Learning ==
Use a different colour marker/pen and draw a bigger circle around the previous circle. Write down “Where to go?” at the top of the circle. Brainstorm and write down within the bigger circle, '''where are the possible sites '''you could bring your students to learn about the maths/science concepts outside the classroom. You may need to consider the practical issues of whether the site is safe for the students and whether it is easy to bring a class of students to that particular venue. (You can choose the school grounds if you want or it may in fact take place just within your classroom!) Also, consider whether the sites will be able to help students learn the objectives of your lessons.

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.2.png]]

== Advancing Ideas of Possible Activities ==

Draw a rectangle around the previous shapes (outside the outer circle) using a different coloured marker/pen. As shown in the illustration, brainstorm and write down within the rectangle, '''what can we do at the various sites? '''Again, consider the safety and convenience issues, and whether the activities can actually serve to help students achieve the learning objectives (or whether the classroom will be actually be much better!)

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.3.png]]

== Mapping and Presentation of Possible Ideas ==

Try to follow the different paths of ideas by connecting the ideas in different logical ways:

On our field trip which I intend to help the students to learn ___________ (topic and objective of field trip?), we could bring the students to ___________ (where to go?) where we can ______________ (do what?).

In your group, try to come up with as many different ideas as possible and decide on '''what are the ideas '''that you feel would be most workable/not so workable. State your reasons for saying so. Identify some resources that you will need to prepare for the field trip.

Present your outcomes to the rest of the participants. It will be helpful to be '''as specific as possible '''so for instance, “a lesson on a science topic on plants in the school field outside the classroom for students to explore the plants there” will be much too vague!

{{ednote|text=

The facilitator should highlight to the participants that they themselves have gone through a structured enquiry-based activity in a group setting, to help them find out about the possible ways to organise a field trip for their students.

Compare the activities that were developed. Are those actually enquiry-based activities or do they have the potential to become them? Are the questions sufficiently open-ended and rich? Which of the other features of enquiry that we have identified do they have? If none, why? If so, ask them to consider why they think this is an enquiry-based learning activity?

How possible would it be for their students to make use of EBL? Do they think that such a method of learning will be well-received by the students and their parents? }}

= ICT practice: Making use of ICT in Enquiry-Based Learning =
{{:OER4Schools/ICT/include}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|1}} '''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Your reflections can be oral using the dictaphone, you don't need to write them out, but please remember to include challenges you faced as well as benefits of new approaches you trialled.

As we are nearing the end of the year’s programme, we would also like to return to the ''''most significant change'''' technique and ask you to use your portfolio to create a story illustrating the biggest change you feel you have made in your thinking and practice over the year.

{{fup|2}} Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions).

# What is a suitable topic for the grade(s) of your students?
# What are suitable lesson objectives/success criteria?
# Where would be a suitable venue for the event?
# What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see
[[OER4Schools/Whole_class_dialogue_and_effective_questioning|Unit 2 on questioning]] and table below).

As your planning progresses, consider how you think your enquiry project might be extended to do this?

# Can you make use of the OpenOffice spreadsheet to create a database on the possible resources that you require for such an event?
# Consider also what are some administrative requirements you need to attend to to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?)

{{fup|3}} Complete the ICT tutorials. Consider and be ready to share in the next session how the OpenOffice spreadsheet and/or GeoGebra can be a useful tool for enquiry-based lessons?

{{setting of follow up}}

= Additional reading for part 2 of the follow-up activities =

'''Guiding questions to help you plan an enquiry task'''

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Open-ended’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Deep’ Questions'''
|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers.

''Examples: ''

''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas.

''Examples:''

''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

|}

These questions will according to Dr Benjamin Bloom be ‘higher-level’ thinking questions. The levels (“taxonomy”) of questions that Bloom has developed form a framework used by many teachers across the world to develop questions that help students progress from concrete to abstract thinking. You may remember it was introduced in the VVOB handout “Questioning the questions” as part of the homework for Session 4.1. The taxonomy classifies learning into six progressive levels of complexity and abstraction:

# Knowledge – students should: describe; identify; recall.
# Comprehension – students should: translate; review; report; restate.
# Application – students should: interpret; predict; show how; solve; try in a new context.
# Analysis – students should: explain; infer; analyse; question; test; criticise.
# Evaluation – students should: assess; compare and contrast; appraise; argue; select.
# Creation – students should: design; create; arrange; organise; construct.

On this scale, knowledge is the lowest-order thinking skill and creation is the highest. Enquiry-based learning aims to help students learn to analyse, evaluate and create.

= Acknowledgements =

We thank YouthLearn Initiative at Education Development Center (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry inquiry) and Futurelab (http://www.enquiringminds.org.uk/terms_of_use/) for kindly allowing us to use the material from their website. We also thank Professor Katja Maaß for permission to use the Primas video on the impact of inquiry-based learning on students and teachers.

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Introduction to enquiry based learning

2013-09-12T15:46:45Z

Lucian: /* What is Enquiry-Based Learning? */

{{OER4S
|title=Introduction to enquiry-based learning
|session=5.1
}}

''"''''You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it."'''''

'''Seymour Papert, MIT'''

{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* De Bono's PMI (positive/minus/interesting) technique to encourage analytical thinking
* the aims and process of enquiry-based learning
* preparing for enquiry-based learning through a series of lessons and a ‘project day’ or ‘field trip’ for mathematics or science classes

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* apply DeBono's PMI technique to the fictitious scenario of plants being able to walk
* watch videos of different teachers introducing enquiry-based lessons and discuss
* in groups, decide on a suitable topic area for extended project work and plan an outline (to include learning objectives)

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* online simulations, and
* think about how to use these in the context of EBL.

|resources=
Resources needed for this session:
* large white piece of paper
* different colours of markers or coloured pens
* computer/laptop/netbook and internet.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

{{ednote|text=
By now the facilitator should appreciate the importance of pacing each session well by making good use of time-management techniques. This unit, like many of the others, will involve participants in many discussion, hands-on and planning activities. You may need to intervene and move things on if participants are spending too much time on an activity (in relation to the time you have available). Or you may decide that they can benefit from continuing an activity longer than anticipated, if you judge that most/all participants are still gaining new knowledge/experience from that activity. Please take note of our recommendations about whether each activity is crucial or optional. This should help you to decide on whether to spend more or less time on it.
}}

= A Taste of Enquiry-Based Learning =

In this unit we will explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry.

[[image: Martha 1.jpg|400px]]

{{activity|wcd|: Positives, Minuses, Interesting.|5}} In this {{activitytag|Positives, Minuses, Interesting (PMI)}} activity there are no correct answers. Doing a PMI activity involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities.

Consider the following imaginary scenario: '''Plants can now walk in our world!'''

(It is important to realise that plants do not need to move because they make their own food by photosynthesis – animals have to move in order to forage for food.)

What would be some positives, minuses or interesting points you can think of, if this scenario was actually true?

{{ednote|text=
Possible responses:
* P (positives): the plant could move to where there is more light or water
* M (minusses): the plant would waste energy by moving
* I (interesting): we have to be sensitive and aware of plants walking on the roads and in our houses - there is a huge potential for creativity here as students explore the outrageous possibility of having plants walking around and the consequences that this may bring

For further examples, navigate to:
http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx
}}

{{activity|wcd| on enquiry-based learning|10}} You may have heard of “enquiry-based learning” (EBL) being practised in other subjects (e.g. geography) or in higher grades through farming or industry projects. For instance, you may have heard of teachers bringing their students outside the classroom to learn about commercial and subsistence farming. The quotes below show two Zambian teacher's thoughts about enquiry-based learning; read the text, then offer your own understanding of EBL as a group.

'''Abel:''' ''To me, Enquiry-based learning is a flexible, student-centred method of teaching and learning. It engages learners with a complex problem or scenario that is open-ended to allow a variety of responses or solutions. Its success depends on the guidelines teachers give about how students can be involved in self-directed enquiry. This way of teaching caters to different abilities of students and encourages them to learn on their own, even beyond schooling. This is what life-long learning should be. It may also help students to develop leadership skills as they manage complex projects with their friends.''

'''Agness:''' ''Enquiry-based learning reminds me of projects focusing on industry or farming, where a teacher can take the learners out of the classroom to experience and analyse the actual farming process, what vegetables are grown within the area or how cotton is processed into a fabric and then designed into a dress. Such a form of learning is stimulating for the students and encourages them to be actively involved in asking questions and seeking out new ideas or evidence.''

= What is Enquiry-Based Learning? =
{{activity|otr| Video and discussion|20}} Watch the following six clips showing three different teachers trying to introduce some form of enquiry in the classroom. Think about these questions as you are watching and discuss them when you have finished watching all of the clips:

# Did the three different teachers introduce the lesson in a way that is similar or different from a usual maths or science lesson in your classroom? How?
# Do you think that such a way of ‘setting up’ the lesson can engage the students productively over time? Why? Do you think your own students will enjoy this kind of lesson?
# What questions did the teachers pose to arouse the curiosity and interest of the students?
# What kinds of classroom organisation or resource are needed to support this way of teaching?
# What new skills do you think your students might need to enable them to work in this way?

Try to focus on these specific questions above rather than on the teaching style of the teacher (e.g. the classroom management/mannerism)!

'''Teacher 1/Clip 1:''' An activity on 3D shapes.

{{: Video/Noxolo_3Dshapes_1.2-10.m4v }}

'''Teacher 2/Clips 2 - 5:''' The Power of 2: What would you choose?

{{: Video/Pindi_exponentials_2.1-1.m4v }}

{{: Video/Pindi_exponentials_2.3-18.m4v }}

{{: Video/Pindi_exponentials_2.4-23.m4v }}

{{: Video/Pindi_exponentials_2.4-21.m4v }}

These four clips show Pindi introducing a problem involving exponentials and then taking the students to the school hall to draw the graph. Why do you think they went to the school hall?

'''Teacher 3/Clip 6: How can we learn mathematics through using used plastic bottles for building a house?'''

{{: Video/The_impact_of_inquiry_based_learning_on_students_and_teacher.mp4 }}

'''Additional video clips of ways to introduce EBL lessons'''

The previous video-watching activity could be run as a group activity rather than a whole class one, with groups watching different videos and reporting back their thoughts on them along with an outline of their contents. These additional clips could then be used to augment the previous clips. The clips may also be useful during private reflection after the session to give additional insights into how to start off an enquiry, with participants bearing the questions in mind.

'''Teacher 4/Clips 7 and 8'''

These clips show a Zambian teacher introducing the topic of air with a view to doing various enquiry-based learning activities with the students. In the clips she is arousing their curiosity by asking, 'Why do trees shake?'

{{todo|Insert videos}}

{{: Video/Agness_Air_A2.m4v }} (with first few seconds cut as per 'Video clips October 2012' document on Googledocs)

{{: Video/Agness_Air_A3.m4v }}

Later on, she does the following demonstration:

{{: Video/Agness_Air_A8.m4v }}

There are a number of different enquiry questions that could be asked using the 'jar over a lit candle' demonstration as a starting point. Have a think about what some of these might be.

{{ednote|text=
Facilitator may like to highlight that there is a spectrum of practices of enquiry-based learning: from one that is very teacher-directed (teacher chooses the questions and organises the activities) to one that is more student-directed (teachers provides only a stimulus picture and students decide what more they would like to find out. If there is time, ask participants to discuss what would be the most appropriate form of enquiry-based learning for their classrooms currently. Most likely it will be the former rather than the latter - which is fine to start with!
}}

{{activity|wcd| - continuation of previous discussion|10}} Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own.

= Benefits of Enquiry-Based Learning =
{{activity|otr| on benefits of EBL|10}} Read the following summary texts on the benefits of EBL and think about whether you are convinced by the claims of the authors? Make notes or annotations on the page if you have a paper copy and want to do so.

{{background|text=
'''Enquiry-based learning helps ''students'' to be:'''
* inquisitive and curious about things that they experience in their everyday lives
* able to pose problems, ask questions, and recognise issues that they would like to explore
* able to develop an understanding that knowledge changes over time as people challenge, shape and contribute to it
* responsible for deciding what they learn and how they learn it
* confident that they too can challenge, shape and contribute to knowledge
* aware that there are always multiple perspectives for looking at, analysing and understanding things
* able to propose solutions to problems and questions, and to know how to pursue these solutions.

'''Enquiry-based teaching supports ''teachers'' to be:'''
* open to students’ ideas about the processes and directions of their learning
* keen to learn about how ideas and knowledge are produced in subjects other than their own
* able to research topics and make connections between ideas
* interested in students’ lives and cultures
* able to challenge students to critique, expand and build upon the knowledge they have from their own experiences and ideas.

(Taken from: http://www.enquiringminds.org.uk/)

'''Impact on learning.''' Enquiry-based teaching and learning have been shown to '''increase motivation and interest '''of learners and teachers, and can '''significantly''' '''increase achievement on standardised tests'''. The increased focus required of the learners to discuss and be involved in practical work means that there will be less emphasis on writing down factual information only. On the whole, students will be involved in more higher order thinking and this increases the level of challenge of learning for all the learners.

(Taken from “Bright Ideas in Primary Science” evaluation in 16 schools: http://www.brookes.ac.uk/schools/education/rescon/azsttp.html
}}

{{activity|wcd| on issues and concerns on EBL|10}} The benefits of enquiry have been outlined but what are the '''issues or concerns''' that might arise? How can these be addressed?

{{ednote|text=
The facilitator should make use of the opportunity to discuss with the participants what are some challenges in making use of EBL. It may be the case that some participants would choose to focus on the negatives - lack of suitable venues, managing students, lack of time, unwilling to plan for lessons that will span across days. It will be helpful to discuss their concerns while at the same time to direct their attentions to the possibilities and strengths of EBL.
}}

= Planning an outdoor activity =

[[file: fieldtrip3.jpeg|300px]] [[file: fieldtrip2.jpeg|300px]] [[file: fieldtrip1.jpeg|200px]]

{{activity|stgw|10}} Each group of 3-4 participants should have access to the following material:
* large white piece of paper
* different colours of markers or coloured pens

Imagine that you are very interested in bringing your students outside the classroom to learn certain maths or science concepts using an authentic ‘real-life’ approach. Up to now, the ideas have just been ‘lingering’ in your mind. You are curious to know of the possibilities and what other participants think about it! Let’s call this learning experience a “field trip” or “project day”.

Nominate a leader in your group who will read out the instructions and facilitate the group work by writing down the ideas on the sheet of white paper.

== Identify Possible Objectives ==

Take a coloured marker/pen and write "Objectives of Field Trip" in the center of the paper. Now circle it, as shown in the illustration below. Brainstorm on '''one or two maths and science topics''' that you would like to focus on and write within the circle. Write down as well '''what are the possible lesson objectives''' of the field trip – to help all of you to focus on generating more ideas later.

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]]

== Identify Possible Sites of Learning ==
Use a different colour marker/pen and draw a bigger circle around the previous circle. Write down “Where to go?” at the top of the circle. Brainstorm and write down within the bigger circle, '''where are the possible sites '''you could bring your students to learn about the maths/science concepts outside the classroom. You may need to consider the practical issues of whether the site is safe for the students and whether it is easy to bring a class of students to that particular venue. (You can choose the school grounds if you want or it may in fact take place just within your classroom!) Also, consider whether the sites will be able to help students learn the objectives of your lessons.

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.2.png]]

== Advancing Ideas of Possible Activities ==

Draw a rectangle around the previous shapes (outside the outer circle) using a different coloured marker/pen. As shown in the illustration, brainstorm and write down within the rectangle, '''what can we do at the various sites? '''Again, consider the safety and convenience issues, and whether the activities can actually serve to help students achieve the learning objectives (or whether the classroom will be actually be much better!)

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.3.png]]

== Mapping and Presentation of Possible Ideas ==

Try to follow the different paths of ideas by connecting the ideas in different logical ways:

On our field trip which I intend to help the students to learn ___________ (topic and objective of field trip?), we could bring the students to ___________ (where to go?) where we can ______________ (do what?).

In your group try to come up with as many different ideas as possible and decide on '''what are the ideas '''that you feel would be most workable/not so workable. State your reasons for saying so. Identify some resources that you will need to prepare for the field trip.

Present your outcomes to the rest of the participants. It will be helpful to be '''as specific as possible '''so for instance, “a lesson on a science topic on plants in the school field outside the classroom for students to explore the plants there” will be much too vague!

{{ednote|text=

The facilitator should highlight to the participants that they themselves have gone through a structured enquiry-based activity in a group setting, to help them find out about the possible ways to organise a field trip for their students.

Compare the activities that were developed. Are those actually enquiry-based activities or do they have the potential to become them? Are the questions sufficiently open-ended and rich? Which of the other features of enquiry that we have identified do they have? If none, why? If so, ask them to consider why they think this is an enquiry-based learning activity?

How possible would it be for their students to make use of EBL? Do they think that such a method of learning will be well-received by the students and their parents? }}

= ICT practice: Making use of ICT in Enquiry-Based Learning =
{{:OER4Schools/ICT/include}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|1}} '''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Your reflections can be oral using the dictaphone, you don't need to write them out, but please remember to include challenges you faced as well as benefits of new approaches you trialled.

As we are nearing the end of the year’s programme, we would also like to return to the ''''most significant change'''' technique and ask you to use your portfolio to create a story illustrating the biggest change you feel you have made in your thinking and practice over the year.

{{fup|2}} Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions).

# What is a suitable topic for the grade(s) of your students?
# What are suitable lesson objectives/success criteria?
# Where would be a suitable venue for the event?
# What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see
[[OER4Schools/Whole_class_dialogue_and_effective_questioning|Unit 2 on questioning]] and table below).

As your planning progresses, consider how you think your enquiry project might be extended to do this?

# Can you make use of the OpenOffice spreadsheet to create a database on the possible resources that you require for such an event?
# Consider also what are some administrative requirements you need to attend to to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?)

{{fup|3}} Complete the ICT tutorials. Consider and be ready to share in the next session how the OpenOffice spreadsheet and/or GeoGebra can be a useful tool for enquiry-based lessons?

{{setting of follow up}}

= Additional reading for part 2 of the follow-up activities =

'''Guiding questions to help you plan an enquiry task'''

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Open-ended’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Deep’ Questions'''
|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers.

''Examples: ''

''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas.

''Examples:''

''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

|}

These questions will according to Dr Benjamin Bloom be ‘higher-level’ thinking questions. The levels (“taxonomy”) of questions that Bloom has developed form a framework used by many teachers across the world to develop questions that help students progress from concrete to abstract thinking. You may remember it was introduced in the VVOB handout “Questioning the questions” as part of the homework for Session 4.1. The taxonomy classifies learning into six progressive levels of complexity and abstraction:

# Knowledge – students should: describe; identify; recall.
# Comprehension – students should: translate; review; report; restate.
# Application – students should: interpret; predict; show how; solve; try in a new context.
# Analysis – students should: explain; infer; analyse; question; test; criticise.
# Evaluation – students should: assess; compare and contrast; appraise; argue; select.
# Creation – students should: design; create; arrange; organise; construct.

On this scale, knowledge is the lowest-order thinking skill and creation is the highest. Enquiry-based learning aims to help students learn to analyse, evaluate and create.

= Acknowledgements =

We thank YouthLearn Initiative at Education Development Center (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry inquiry) and Futurelab (http://www.enquiringminds.org.uk/terms_of_use/) for kindly allowing us to use the material from their website. We also thank Professor Katja Maaß for permission to use the Primas video on the impact of inquiry-based learning on students and teachers.

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Review of AfL and lesson pacing

2013-09-12T15:37:10Z

Lucian: /* Review of AfL */

{{OER4S
|title={{Get session title}}
|session=4.5
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* self assessment and review as a way of consolidating learning about AfL
* ways to ensure lessons are paced appropriately and adapted to learners' needs,

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}

* complete a review document about what has been learnt and tried out for AfL
* watch two videos and analyse the pace of the lesson shown

|ict=In this session you will continue consolidating the ICT skills
you have learnt so far, and apply them in the classroom. You will be
able to apply AfL techniques in conjunction with ICT classroom use as
well.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Review of AfL =

{{activity|ia|: Individual work.|5}} You have learnt quite a lot about how assessment can support students’ learning (AfL) and some activities that you can carry out in lessons.

If you have been updating your assessment inventory regularly you should have at least five rows of entries. These serve to remind you of:

* what you have understood of an aspect of AfL each week and
* how you have tried to carry out AfL measures in your lessons

Self-assess your completed inventory now using this criteria and if there are any gaps you can fill them in with the help of your peers.

{{ednote|text=

Give participants a few minutes to fill in any gaps as this will help with the next part of the activity.

At the end of the review activities ask participants to comment on how useful they found their inventory in helping them to get a clear picture of what they have learnt about AfL.
* Did they complete it in enough depth?
* Did they keep it up to date as new techniques were learned?
* Did they practise each of the new techniques as they were introduced?
* What are the benefits of keeping track of your learning in this way?
}}

Referring to your inventory, complete the following questionnaire to review how much you have learnt and tried to practise AfL in your classrooms. Circle the choice that best represents how you feel about each topic in this unit. There are no right or wrong answers!

{{oinc| OER4Schools/4.5_Review_of_AfL_and_lesson_pacing/questionnaire }}

{{activity|stgw| in pairs: Sharing your responses to the review activity.|10}} Share your responses with another partner teacher and reflect on whether there are any similarities or differences in the entries. Each pair of teachers will report to the whole group on the similarities and differences of your responses. Try to explain to the whole group why there could be these similarities or differences.

{{activity|wcd|: Reviewing the responses.|10}} As a group, review the responses of each pair of teachers and identify if there are any conclusions that are common to the other pairs of teachers. Identify in particular if there are any particular topics of assessment that will require more follow-up. What are some specific ways that you may require more support and assistance? Can your peers help you?

{{ednote|text=
The facilitator may like to record on the blackboard or a large sheet of paper what each pair of teachers have mentioned to remind the group what has been said.

If you are participating in our [[OER4Schools/facilitators programme|facilitators programme]], please collect the data, and submit it for review.

}}

= Lesson pacing: Your experience =

{{activity|ia| Individual work.|10}}
# Think of a lesson which took more time than you had planned or less time than you had planned. On your mini-blackboard or sheet of paper write reasons for why you think this happened?
# Also consider what are some ways to ensure that you can pace lessons effectively such that you have sufficient time and learner engagement is maintained – for example, students get bored if they are not gainfully occupied and have to wait a long time for assistance or for peers to complete a task. Have you ever noticed this happening?

{{activity|stgw| in pairs followed by whole group discussion.|10}} Compare your responses with another partner teacher and report to the group on your responses. Write down three strategies that you would like to try in your classroom and keep this safely with your other OER4schools materials. Choose one or two of these to commit to trying out this week to maintain the pace of your lesson and ensure that all students are actively engaged throughout.

{{ednote|text=
The facilitator may like to record what lesson pacing strategies each pair of teachers has suggested, to remind the group what has been said. You could do this on the blackboard, a large sheet of paper, or using a computer and projector. These could be some possible responses for over-running of a lesson:
* too much information in one lesson,
* unrealistic estimation of what children know/do not know,
* inappropriate concept about timing,
* too much repetition of the same concept, and
* not keeping an eye on the time left and re-adjusting the lesson accordingly

As part of the group work, brainstorm how this can be avoided. Here are some examples for improving lesson pacing:
* hang a wall clock that both you and students can see [or use timer on a netbook],
* avoid repetition when it is not required (e.g. do not tell each group individually, but address the whole class with common instructions)
* assign timings to different parts of the lesson plan, revise after teaching so it is more accurate next time, keep trialling this until your accuracy improves,
* do not wait for the slowest learner to finish, and make sure that the pace of the slowest learner does not determine pace for everybody: every child should be active (consider what other tasks high capability learners can do like design problems for peers, and how they can progress).
* have activities, or materials such as storybooks, on which students can work on their own after finishing their work,
* use fast workers as classroom assistants (they could even develop resources for you such as making traffic lights, creating maths problems that other children could solve, making charts that you would like to display for the lesson next week etc).
}}

= South African videos on lesson pacing =

In this session, we are watching video that was produced in a school near Cape Town in South Africa. The school is located in a township, and the class is a Grade 7 class, with about 40 students. The teacher (Noxolo) planned a mathematics activity day on making three-dimensional shapes out of paper, so that the learners could get hands-on experience of building and understanding those shapes. We will return to this lesson in the unit on enquiry and project-based learning.

{{activity|otr|: South African videos on lesson pacing.|10}} Watch the two clips below, showing
# how the teacher, Noxolo, tries to find out what students know about polygons '''prior''' to her teaching the topic (see first video) and
# Noxolo responding to the students '''after''' she observes them working in groups on polyhedra (see second video).

Before you watch the clips, read the questions below (in your own time), and consider them as you are watching the clips:
* Why do you think Noxolo has made the effort to ask so many questions to the whole class and individual students?
* Do you think the majority of the students know what the terms polygon and polyhedron mean?
* Imagine if Noxolo had directly told the class at the beginning of the lesson the definition of a polygon and polyhedron, how different would the learning for the students be? Would she know whether her students are learning?
* Do you think that Noxolo has paced her lesson effectively? (Was she in a hurry to teach the topic or did she take too much time to repeat certain ideas?)
* Do you think that effective lesson pacing will always result in avoiding over-running or under-running of a lesson? Why?

Bear these questions in mind as you watch the video:

{{: Video/Noxolo_3Dshapes_1.1_AfL1_prior_knowledge.m4v }}

{{: Video/Noxolo_3D_shapes_1.3_AfL4_acting_on_obs.m4v }}

After watching the videos, share some of your responses as a group.

{{ednote|text=
As the clips are short, and not shown in the context of the lesson, you may have to provide some guidance for the participants to draw out the key points. For instance,
* The teacher says “I can see that you are struggling with naming shapes.” indicating that she has made an observation about how her class is learning, that she is now acting on through whole class dialogue.
* The teacher probes the answers further (“You say yes, why do you say yes?”).
* The teacher uses questioning to assess prior knowledge.
* The teacher is clarifying common misconceptions.

It may not be possible for the teacher participants to comment on the pacing of Noxolo’s lessons without seeing the entire footage of the lesson. The facilitator can highlight to the participants that Noxolo used a combination of teaching strategies in this lesson to ensure that the lesson pacing is according to the learning pace of the majority of the students – finding out what the majority of students understand through a series of inquiry questions, group work and direct teaching.

Highlight to the teachers that the pacing of the lesson needs to consider how much students are learning from their teaching. The teacher needs to balance delicately what he/she wants to teach (that is according to a lesson plan or what is in his/her mind) with an understanding of how much the students are learning there and then. It may be the case that MORE time is required than they expect, particularly if the majority of students do not seem to be following their lessons.

}}

= Reflection on lesson pacing and making connections =

{{activity|wcd|: Reflection on lesson pacing and making connections.|10}}

Adapting to learners’ needs

You have learnt about what good pacing is about, which is to help as many of your students as possible to understand and keep up with your teaching in the classroom. No matter how good your initial lesson plan is, it is highly likely you will have to adjust your pacing or even totally change your teaching strategy, especially if you have been listening to students’ responses and checking what students have learnt. For example, if Noxolo knows that most students know the meaning of the terms polygon and polyhedron, she will have to teach her lesson in a different way. There could be different ways to know whether to adjust the pacing ''during'' a lesson.

Now discuss these two questions below on making connections between what you have learnt about differentiation through group work and AfL, and lesson pacing:

'''Question 1: What did you learn about differentiation in the group work unit that might help with lesson pacing?'''

{{ednote|text= When we talk about differentiation, we mean '''differentiation by task, not by learners.''' Stress the point that learners may work at different paces in different subjects or even different lessons in the same subject, depending on, for example, how confident they are with the material. “Slow learners” are not always slow learners and fast learners likewise, so these labels are not necessarily helpful.
}}

'''Question 2: What did you learn about AfL measures that might help with lesson pacing?'''

{{ednote|text= One thing relevant here is: assess what children know at the beginning, assess whether they’ve understood after an activity or task before deciding to explore the topic in more depth or not – and again, '''re-adjust the lesson according to what students know'''. It is not a good idea to rigidly “stick to the script”.

Allow time for participants to raise other points too.}}

Write down your main take-away messages about lesson pacing, group work and AfL in your assessment inventory.

= {{Name for ICT practice with dtgw}} =
{{:OER4Schools/ICT/include}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Focus on assessment portfolios =

Submission of an assessment portfolio containing at least one piece of material (with notes) from each unit is a key part of completing the OER4Schools programme.

* Further [[OER4Schools/Assessment portfolios|assessment portfolio guidance]] for use during discussion and in your own time.

{{ednote|text=
You may want to adapt this section to your particular needs.

As we have done before with other units, you could review all sessions in the current unit, and discuss what participants have found most useful.

You could also consider asking the participants to do an assessment of their progress so far, by adding to their portfolio, as detailed below.
}}

{{Activity|ia|: Start work on assessment portfolios and continue in your own time.|10}} Reflect on your progress so far by adding to your assessment portfolio. This portfolio should include your “best” pieces of work (e.g. completed activity template or lesson template, concept map, etc) from what you’ve done so far this year. These should be quality items that illustrate what you have learnt, and what you feel you have implemented successfully.

You may already have material in your workshop materials that you can dig out or draw on. It can be one technique (eg. traffic lights or no hands up) or a whole lesson.

As part of this assessment portfolio, reflect on each item. You could do an audio reflection for this, if you have access to an audio recorder. At the start of each reflection, state clearly which item you are talking about (eg. “my class discussion about how diseases are transmitted”, or my “concept map on parts of a plant”), and then discuss the following questions:

* Why have you chosen the item?
* What does it illustrate? For example, what new technique did you decide to trial and how did you apply it in your lesson? How well did it work in practice?
* What did you learn from that about what works or doesn’t work to support interactive teaching and learning?

We encourage you to include your progress on developing new computer skills, but please do this through showcasing your new knowledge about interactive teaching techniques rather than just including computer skills by themselves – so your chosen activities or examples of learning about interactive teaching may or may not involve computer use.

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

* Do a final update of your assessment inventory on any AfL measures you have tried out this week.
* As above, commit to one or two techniques that you will try out this week to maintain the pace of your lesson and ensure that all students are actively engaged throughout.
* Try out the sequencing activity in class. (Try to find your own images for a forthcoming lesson topic. You can find pictures that are open resources, i.e. Creative Commons licensed, at http://www.flickr.com/search/advanced/, see here [[Finding CC licensed images on Flickr]] to get some help.) Bear in mind AfL measures, and try them out during the lesson.
* Prepare/complete your assessment portfolio.

{{setting of follow up}}

{{OER4S NextSession}}

OER4Schools/Learning objectives and success criteria

2013-09-05T16:07:14Z

Lucian: /* {{Name for ICT practice with dtgw}} */

{{OER4S
|title={{Get session title}}
|session=4.2
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using an '''assessment inventory''' as a self-assessment measure
* two AfL strategies that improve students metacognition and lead to better learning: sharing '''learning objectives''' and sharing '''success criteria'''
* writing/forming learning objectives and success criteria
* activities covered in previous sessions that can be adapted for AfL e.g. magic microphone, concept mapping, talking points

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* keep a record of the assessment methods that you have used on your assessment inventory
* listen to some Zambian teachers' experience of sharing learning objectives and think about the pros and cons of doing so
* understand the need for sharing learning objectives and sharing success criteria by completing an activity to illustrate this
* plan to write learning objectives and success criteria
* revisit activities covered in previous sessions and think about ways of adapting them for use with AfL

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...
}}

= {{name for review of follow up}} =

{{review of follow up}}

= My assessment inventory =

{{activity|ia|: Updating the assessment inventory|5}} Update the assessment inventory {{File|My assessment inventory.doc}} that you started in the previous session. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried. If you have used Traffic Lights for assessment you can include that now.

= Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the powerpoint presentation last week that sharing learning objectives and success criteria are two AfL strategies. We will now do an activity to illustrate these strategies. After you complete each question, swap with your neighbour and assess each others attempt (peer assessment).

{{activity|ia|: Answering questions.|10}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|stgw| in pairs: Peer assessment.|5}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and '''display them one at a time '''. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please draw a child (do this again even though you did it already in question 1) and label parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|wcd|: Whole Group discussion.|5}} Discuss:

First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

Which of the questions has resulted in the most meaningful drawing of a child?

{{ednote|text=
Inform participants that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

A '''learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be. (Afl Guidance (2007) KS 1-2, Pg 8)

'''Success criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention. (Afl Guidance (2007) KS 1-2, Pg 12)

Consider watching this short video if you are unsure of the differences between learning objectives and success criteria. The teacher in the video uses two acronyms for these:

* '''W A L T''' = '''W'''e '''A'''re '''L'''earning '''T'''o... (learning objectives)
* '''W I L F''' = '''W'''hat '''I''' 'm '''L'''ooking '''F'''or... (success criteria)

{{: Video/Pedpack2-12.m4v }}

{{activity|wcd|: on the similarities and differences between learning objectives and success criteria.|5}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

'''Why share learning objectives with students?'''

[[Image: Agness fun maths2.jpeg|right|300px]]
Informing pupils about what they are going to learn and why they should learn it gives pupils the tools they need to take more responsibility for their own learning and achieve learning independence. Practice shows that pupils who regularly receive this information in the classroom are:

* more focused for longer periods of time;
* more motivated;
* more involved in their learning; and
* better able to take responsibility for their own learning.

This step also immediately and actively involves pupils with their own learning, even before the activity or lesson has begun, and it offers opportunities for key interactions between you and your pupils." (Afl Guidance (2007) KS 1-2, Pg 8)

So, if pupils know what the goals are, they can be more active and proactive in reaching them.

{{ednote|text=
The audio clip features teachers discussing about 'feeling uncomfortable' when sharing learning objectives with their students. Whilst '''we acknowledge that sharing learning objectives with your students is not standard practice in Zambia''' there are very good reasons for doing so. Students being aware of what they are expected to learn in a lesson is a step along the way towards them developing their understanding of what is involved in being successful. By students taking greater responsibility for their learning, they are improving their '''metacognition''' and this has been shown by numerous researchers to have a high level of impact on attainment, especially for students working at a slower pace. The Education Endowment Foundation (EEF) has put together a toolkit currently covering 30 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost. You will see from this that '''strategies that improve student's metacognition are highly effective at improving attainment for very little cost'''. Ensure that participants have grasped this vital piece of information. http://educationendowmentfoundation.org.uk/toolkit/approaches/into

}}

{{activity|otr|: Listening to some Zambian teachers reflecting on how they felt about sharing learning objectives with their students.|5}}
We now listen to a clip that was recorded during an interview with a group of Zambian teachers that have been though the OER4 Schools professional development programme already. They have been asked by the interviewer if there are any new practices that they have learned through the programme they felt that they may not continue with in their own practice.
<blockquote>
''“I should just know those objectives as a teacher, but not necessarily telling them to say "today we are going to achieve these objectives".”''
</blockquote>

'''Teachers interview - learning objectives''':
{{: Video/Teachers interview - learning objectives.mp3 }}

{{transcript|text=
''''Transcript:'''
{{: Video/Teachers interview - learning objectives.mp3/transcript }}
}}

{{activity|wcd|: on the pros and cons of sharing learning objectives and success criteria with your students.|5}}

* What do you think about the point of view expressed in the audio clip?
* Do you think you will feel the same or different when you introduce learning objectives and success criteria to your students?
* How does the research evidence in favour of sharing learning objectives impact on how you feel about this?
* Can you think of any other pros or cons for using these two AfL strategies?
* What could you say to an education minister who visited your class and challenged you about your use of learning objectives and success criteria?

= Forming Learning Objectives and Success Criteria =
{{ednote|text=
Remind the participants that one of the learning objectives for today’s session is to form learning objectives and success criteria. Also draw to their attention the use of learning objectives and success criteria at the beginning of each session throughout the programme.
}}

{{background|text =
'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, (2) we are learning to work effectively in groups, (3) we are learning to use evidence to support an opinion, and (4) we are learning to interpret data.
* Learning objectives should be in simple language that students can easily understand.
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance (2007) KS 1-2, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

}}
{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|stgw| in pairs.|10}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|wcd|: Whole Group discussion|10}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''{{activitytag|Magic microphone}}''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''{{Activitytag|Concept Mapping}}''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''{{activitytag|Talking Points}}''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘{{activitytag|No hands up}}’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|wcd|: Whole group discussion.|10}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= {{Name for ICT practice with dtgw}} =

{{activity|dtgw| with ICT on various topics.|20}}

* Classroom use of Geogebra, spreadsheets, concept mapping, slideshows, EtherPad.
* You can revisit the sequencing activity using OO Impress.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

{{fup|B}} Share with your class the learning objective and success criteria that you have formed in the session today. Consider using '''W A L T''' and '''W I L F''' to help your students get to grips with what is meant by learning objectives and success criteria. Record your experiences on the dictaphone and upload onto the server.

{{fup|C}} Form learning objectives and success criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your learning objectives and success criteria for discussion in the next session.

{{fup|D}} Try out one or more of the adapted activities for AfL that we discussed today in Activity 6. Record your experiences on the dictaphone and upload onto the server.

{{fup|E}} ''Optional reading activity'' (if you want to go into the material covered in greater depth). As there is a lot of material to cover we have suggested a way of doing so to reduce the burden for each individual"

Divide yourself into two groups (for practical reasons, choose members of these groups who can work together outside the workshop session if possible).

The group tasks are:
* '''Group One''': Read pages 8 to 11 about Learning Intentions from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}). You can skip sections 'Defining the learning' and 'what makes a good learning intention' as these have been covered in the session. Read everything else.
* '''Group Two''': Read pages 12 to 14 about success criteria from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}).
*'''Both groups''': Identify points (from your group's pages) that are new (i.e. have not been discussed during the session). Record a few notes about these points for the benefit of the other group members and bring these to the next session. You could also email them to the OER4schools Google group mailing list.
*'''Note''': We recommend that you read all pages 1 to 14 from the document as background reading for AfL and the two strategies discussed in this session.

{{setting of follow up}}

= Acknowledgements =
Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

Thanks once again to Sue Swaffield of University of Cambridge for the ideas we drew on in this session.

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Learning objectives and success criteria

2013-09-05T15:43:35Z

Lucian: /* Forming Learning Objectives and Success Criteria */

{{OER4S
|title={{Get session title}}
|session=4.2
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using an '''assessment inventory''' as a self-assessment measure
* two AfL strategies that improve students metacognition and lead to better learning: sharing '''learning objectives''' and sharing '''success criteria'''
* writing/forming learning objectives and success criteria
* activities covered in previous sessions that can be adapted for AfL e.g. magic microphone, concept mapping, talking points

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* keep a record of the assessment methods that you have used on your assessment inventory
* listen to some Zambian teachers' experience of sharing learning objectives and think about the pros and cons of doing so
* understand the need for sharing learning objectives and sharing success criteria by completing an activity to illustrate this
* plan to write learning objectives and success criteria
* revisit activities covered in previous sessions and think about ways of adapting them for use with AfL

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...
}}

= {{name for review of follow up}} =

{{review of follow up}}

= My assessment inventory =

{{activity|ia|: Updating the assessment inventory|5}} Update the assessment inventory {{File|My assessment inventory.doc}} that you started in the previous session. Add the date in the second row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried. If you have used Traffic Lights for assessment you can include that now.

= Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the powerpoint presentation last week that sharing learning objectives and success criteria are two AfL strategies. We will now do an activity to illustrate these strategies. After you complete each question, swap with your neighbour and assess each others attempt (peer assessment).

{{activity|ia|: Answering questions.|10}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|stgw| in pairs: Peer assessment.|5}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and '''display them one at a time '''. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please draw a child (do this again even though you did it already in question 1) and label parts of its body.
* Question 3: For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|wcd|: Whole Group discussion.|5}} Discuss:

First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

Which of the questions has resulted in the most meaningful drawing of a child?

{{ednote|text=
Inform participants that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

A '''learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be. (Afl Guidance (2007) KS 1-2, Pg 8)

'''Success criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention. (Afl Guidance (2007) KS 1-2, Pg 12)

Consider watching this short video if you are unsure of the differences between learning objectives and success criteria. The teacher in the video uses two acronyms for these:

* '''W A L T''' = '''W'''e '''A'''re '''L'''earning '''T'''o... (learning objectives)
* '''W I L F''' = '''W'''hat '''I''' 'm '''L'''ooking '''F'''or... (success criteria)

{{: Video/Pedpack2-12.m4v }}

{{activity|wcd|: on the similarities and differences between learning objectives and success criteria.|5}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

'''Why share learning objectives with students?'''

[[Image: Agness fun maths2.jpeg|right|300px]]
Informing pupils about what they are going to learn and why they should learn it gives pupils the tools they need to take more responsibility for their own learning and achieve learning independence. Practice shows that pupils who regularly receive this information in the classroom are:

* more focused for longer periods of time;
* more motivated;
* more involved in their learning; and
* better able to take responsibility for their own learning.

This step also immediately and actively involves pupils with their own learning, even before the activity or lesson has begun, and it offers opportunities for key interactions between you and your pupils." (Afl Guidance (2007) KS 1-2, Pg 8)

So, if pupils know what the goals are, they can be more active and proactive in reaching them.

{{ednote|text=
The audio clip features teachers discussing about 'feeling uncomfortable' when sharing learning objectives with their students. Whilst '''we acknowledge that sharing learning objectives with your students is not standard practice in Zambia''' there are very good reasons for doing so. Students being aware of what they are expected to learn in a lesson is a step along the way towards them developing their understanding of what is involved in being successful. By students taking greater responsibility for their learning, they are improving their '''metacognition''' and this has been shown by numerous researchers to have a high level of impact on attainment, especially for students working at a slower pace. The Education Endowment Foundation (EEF) has put together a toolkit currently covering 30 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost. You will see from this that '''strategies that improve student's metacognition are highly effective at improving attainment for very little cost'''. Ensure that participants have grasped this vital piece of information. http://educationendowmentfoundation.org.uk/toolkit/approaches/into

}}

{{activity|otr|: Listening to some Zambian teachers reflecting on how they felt about sharing learning objectives with their students.|5}}
We now listen to a clip that was recorded during an interview with a group of Zambian teachers that have been though the OER4 Schools professional development programme already. They have been asked by the interviewer if there are any new practices that they have learned through the programme they felt that they may not continue with in their own practice.
<blockquote>
''“I should just know those objectives as a teacher, but not necessarily telling them to say "today we are going to achieve these objectives".”''
</blockquote>

'''Teachers interview - learning objectives''':
{{: Video/Teachers interview - learning objectives.mp3 }}

{{transcript|text=
''''Transcript:'''
{{: Video/Teachers interview - learning objectives.mp3/transcript }}
}}

{{activity|wcd|: on the pros and cons of sharing learning objectives and success criteria with your students.|5}}

* What do you think about the point of view expressed in the audio clip?
* Do you think you will feel the same or different when you introduce learning objectives and success criteria to your students?
* How does the research evidence in favour of sharing learning objectives impact on how you feel about this?
* Can you think of any other pros or cons for using these two AfL strategies?
* What could you say to an education minister who visited your class and challenged you about your use of learning objectives and success criteria?

= Forming Learning Objectives and Success Criteria =
{{ednote|text=
Remind the participants that one of the learning objectives for today’s session is to form learning objectives and success criteria. Also draw to their attention the use of learning objectives and success criteria at the beginning of each session throughout the programme.
}}

{{background|text =
'''Points to remember for forming Learning Objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) we are learning names of Zambian provinces and their capitals.
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in Zambia.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, (2) we are learning to work effectively in groups, (3) we are learning to use evidence to support an opinion, and (4) we are learning to interpret data.
* Learning objectives should be in simple language that students can easily understand.
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (Afl Guidance (2007) KS 1-2, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the Learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming Success Criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

}}
{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming Learning Objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming Success Criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|stgw| in pairs.|10}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|wcd|: Whole Group discussion|10}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''{{activitytag|Magic microphone}}''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''{{Activitytag|Concept Mapping}}''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''{{activitytag|Talking Points}}''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘{{activitytag|No hands up}}’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|wcd|: Whole group discussion.|10}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= {{Name for ICT practice with dtgw}} =

{{activity|dtgw| with ICT on various topics.|20}}

* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad
* You can revisit the sequencing activity using OO Impress

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.

{{fup|B}} Share with your class the learning objective and success criteria that you have formed in the session today. Consider using '''W A L T''' and '''W I L F''' to help your students get to grips with what is meant by learning objectives and success criteria. Record your experiences on the dictaphone and upload onto the server.

{{fup|C}} Form learning objectives and success criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your learning objectives and success criteria for discussion in the next session.

{{fup|D}} Try out one or more of the adapted activities for AfL that we discussed today in Activity 6. Record your experiences on the dictaphone and upload onto the server.

{{fup|E}} ''Optional reading activity'' (if you want to go into the material covered in greater depth). As there is a lot of material to cover we have suggested a way of doing so to reduce the burden for each individual"

Divide yourself into two groups (for practical reasons, choose members of these groups who can work together outside the workshop session if possible).

The group tasks are:
* '''Group One''': Read pages 8 to 11 about Learning Intentions from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}). You can skip sections 'Defining the learning' and 'what makes a good learning intention' as these have been covered in the session. Read everything else.
* '''Group Two''': Read pages 12 to 14 about success criteria from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}).
*'''Both groups''': Identify points (from your group's pages) that are new (i.e. have not been discussed during the session). Record a few notes about these points for the benefit of the other group members and bring these to the next session. You could also email them to the OER4schools Google group mailing list.
*'''Note''': We recommend that you read all pages 1 to 14 from the document as background reading for AfL and the two strategies discussed in this session.

{{setting of follow up}}

= Acknowledgements =
Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

Thanks once again to Sue Swaffield of University of Cambridge for the ideas we drew on in this session.

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Introduction to Assessment for Learning

2013-09-05T14:56:55Z

Lucian: /* Traffic Lights */

{{OER4S
|title= Introduction to Assessment for Learning
|session=4.1
}}

{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using an '''assessment inventory''' as a self-assessment measure
* using Traffic Lights as a tool in AfL
* the concept of ‘Assessment’ vs ‘Assessment for Learning’
* '''Assessment for Learning''' as the process of seeking and interpreting '''evidence''' for use by learners and their teachers to decide:
**where the learners are in their learning,
**where they need to go next,
**and how best to get there.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* keep a record of the assessment methods that you have used on your assessment inventory
* come up with ways that Traffic Lights can be used to help with the review of progress that is part of AfL
* watch an introductory video on AfL and draw out the important points for discussion
* watch a powerpoint presentation on AfL, pausing for reflection and to think about how interactive teaching techniques can help with the application of AfL in the classroom
|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= My assessment inventory =
[[File:My assessment inventory.jpeg|900px]]

{{activity|ia|: Working on your assessment inventory|10}} Complete the assessment inventory {{File|My assessment inventory.doc}}. You can use this to keep track of the assessment methods that you have used (old and new). Each week as you encounter new methods you can add them to the inventory.

*First fill in your name next to the title then add the date in the first row.
*Next describe your current understanding of assessment by identifying different kinds or elements of assessment that you know about.
*Lastly record the assessment measures that you have used in your classroom to assess the student's progress eg do you give them a test/ask them questions and record how they have answered/give them homework and assess how well they have done it etc? Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

By completing another row at the beginning of each session on Assessment for Learning you can assess your own progress as the workshops proceed. As well as adding assessment methods (eg Traffic Lights) you can also add any new learning on assessment that the workshop sessions have highlighted.

{{ednote|text=
Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used to assess their students should be recorded.

Remind the participants to bring the inventory to every session on assessment.
}}

= Traffic Lights =

Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let's use our Traffic Lights.

We have already used the Traffic Lights (robots) in the ICT practice, to indicate our own progress in these activities. Can you see in the photo here that the students are displaying a green card on their desk - indicating that they know what they are supposed to be doing?

[[File:TrafficLightsondesk.jpg|right|350px]]

Let's do another quick exercise.

{{activity|wcd|: Whole Group discussion about Traffic Lights.|10}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light.
Now discuss:
* What are the different ways in which I can use Traffic Lights in my classroom?
* In what ways can I respond to each colour of the Traffic Light?
* When is it appropriate for ''students'' to respond instead of me? What are the pros and cons of that?

{{ednote|text=
Reinforce that when Traffic Lights are displayed the teacher can see at a glance those students that need help. The Traffic Lights can be used while students are engaged in a task to indicate their progress. The teacher may need to gently remind students to display theirs by saying something like "remember to display your Traffic Light', "has everyone displayed their Traffic Light?", 'have a look around and make sure that everyone has displayed their Traffic Light" etc.

If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance.
}}

= Introducing Assessment for Learning (AfL) =

{{activity|otr|: Watching a video on formative assessment.|5}} Watch 2 segments of this video, bearing in mind these questions for reflection:
* How is the concept of AfL different from the commonly known notion of assessment?
* What are some of the elements of AfL that have been mentioned in the video?
* Which element(s) of AfL did you find most interesting? Why?

{{: Video/Formative Assessment in Schools.mp4 }}
{{ednote|text=

Draw out the idea that AfL is about constantly reviewing ones progress rather than being tested on learning at the end of a piece of work. Feedback from peers is an important part of this review process. Also, it is easier to review progress if it is clear what is expected, that's where using success criteria can help.

}}
{{activity|wcd|: Discussion on the questions.|10}} Discuss the above questions for reflection.

= Understanding ‘Assessment’ and ‘Assessment for Learning’ =
[[File:AfL_Cycle.jpeg|center|750px]]

{{activity|otr|: Watching a powerpoint presentation on AfL.|15}}
By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_AfL.ppt]]).

{{activity|wcd|: Proposed activity for covering the information on page 3 of the VVOB handout (for slide 8)|5}}.

There are 14 short points for participants to get their heads around. These could be divided up amongst the group, so one point each or one between two depending on the group size. Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group. After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group. By the end of this activity the participants will have verbally presented the content in a way that should make the material easily accessible and easier to remember.

{{ednote|text=
Play the slideshow of the Power Point ‘[[File:Unit_4.1_AfL.ppt]]’. Read aloud the contents of the slides if you think it will help the participants.

During slide 8, tell participants that AfL strategies are in yellow ellipses (it is the image at the beginning of this section).

During slide 11, ask participants to read (or to keep reading to a minimum you could do the proposed activity) of the VVOB handout called ‘Questioning the Questions’ [[file:VVOB - Questioning the Questions.pdf]] that was distributed during Unit 2 Session 2, as a homework task. We will do another activity later that is designed to cover the material on pages 4-6.

During slide 12 titled ‘Self-assessment’, ask the participants to show their understanding about assessment and AfL on their Traffic Lights. Then take the following steps:
* If anybody shows ‘orange light’ or ‘red light’, ask them the specific topic to which they are referring.
* Then ask other participants who have shown ‘green light’ to explain the topic to their peers.
* If doubts are still not resolved, record the topic and include it in your feedback about the session. Assure participants that you will get back with more information.
Remember the AfL strategies will be discussed in the upcoming sessions. So if doubts are about the strategies, inform the participants that the future sessions will cover them.

If you had prepared a flip chart with the traffic light of each participant before the activity, record their current light. You can also ask the participants to come up and write their current traffic light. This will help them to see their own progress.

}}

{{activity|wcd|: Whole group reflection on the AfL powerpoint.|15}} Questions for reflection on PowerPoint
* What steps, do you anticipate, you will have to take to implement AfL in your classrooms?
* What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers.
* Are there any current practices which are useful or can become useful for AfL with some modifications? For example, current practice of marking notebooks can include qualitative feedback. Discuss these practices, the modifications and their use for AfL with examples.
* Do you think ‘Traffic Lights’ is a useful strategy for AfL? Why? (Tips: targeted help, self-assessment etc)
* How would you respond to each colour when using Traffic Lights in your classroom?

= {{Name for ICT practice with dtgw}} =

{{activity|dtgw| with ICT on various topics.|20}}

* Classroom use of Geogebra, spreadsheets, concept mapping, slideshows, EtherPad.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} My Assessment Inventory is available electronically ({{File|My assessment inventory.doc}}). Type the answers that you have written on paper, on this electronic version. As soon as you download the inventory, first save it with a new filename, which includes your name. For instance, if your name is “Esther Phiri”, save the document with the name “My assessment inventory - Esther Phiri.doc”. Save the document to your ‘files area’ on the desktop, so that it will get copied to the server. Remember to bring the paper inventory for every session and fill up the electronic inventory every week, from now on.

{{fup|B}} Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone.

{{fup|C}} Consider watching the video clip and the Powerpoint presentation together again during the week. This will help you in understanding the concept of AfL by seeing some examples from real classrooms.

{{setting of follow up}}

= Acknowledgements =

We are very grateful to:
* '''Dr Sue Swaffield''', Senior Lecturer in Educational Leadership and School Improvement at Faculty of Education, University of Cambridge for suggestions and permission to use some of her slides in the Power Point presentation;

* '''Dr Shirley Clarke''', for permission to use clips from her DVD 'The Power of Formative Assessment' for the session;

* '''Northern Ireland Council for the Curriculum, Examinations and Assessment''', for permission to use their document 'CCEA: Afl Guidance KS 1-2 – 2007' in developing the session.

= References =
Assessment Reform Group (2002) Assessment for Learning: 10 Principles. Cambridge: University of Cambridge School of Education.

Criticos, C., Long, R., Moletsane, R., Mthiyane, N., & Mays, T. (2009). Getting practical about classroom-based teaching for the National Curriculum Statement. South Africa: Oxford University Press.

{{activity summary}}

{{OER4S_NextSession}}

Talk:OER4Schools/5.4 Presenting Findings of Enquiries

2013-09-05T14:13:52Z

Lucian: Lucian moved page Talk:OER4Schools/5.4 Presenting Findings of Enquiries to Talk:OER4Schools/Presenting findings of enquiries

#REDIRECT [[Talk:OER4Schools/Presenting findings of enquiries]]

Talk:OER4Schools/Presenting findings of enquiries

2013-09-05T14:13:52Z

Lucian: Lucian moved page Talk:OER4Schools/5.4 Presenting Findings of Enquiries to Talk:OER4Schools/Presenting findings of enquiries

= Making use of ICT in EBL =

{{activity|stgw| on making use of ICT in EBL.|20 }} Spend some more time working on the ICT activity from the previous session, continuing from where you left off. Remind yourself of the task by reading the background text below.

{{Background| text =

Navigate to the ‘Balancing Act’ simulation by following the link below. Play with the simulation for a few minutes and think about how you might use it in an EBL lesson. Can you come up with one or two enquiry questions that could be investigated using the simulation? Discuss with your colleagues how students would record their answers to these questions.

* http://phet.colorado.edu/en/simulation/balancing-act

If time permits, think about reviewing the two gold star rated resources (Teaching Ideas) that accompany the simulation to see if/how they could be good exemplars for your EBL lesson.

* http://phet.colorado.edu/files/activities/3585/Balancing%20Act%20Homework%20Activity%201%20and%202.pdf
* http://phet.colorado.edu/files/activities/3485/Balancing%20Act_Sample_Lesson.pdf

These are some possible extension activities you can do choose to do in your own time:

1. Study other simulations that have been developed, on the web page:

* http://phet.colorado.edu/en/simulations/category/new

2. Come up with some headings under which to review the simulations and resources that this website pages could offer for an EBL lesson. For instance, you could assess the simulations and resources in terms of:
*i. level of enquiry they promote
*ii. ways of extending/differentiating the level of enquiry
*iii. how user friendly is it for yourself and students
*iv. how engaging will it be for the students
*v. relevance to your teaching subjects or curriculum in general
}}

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{{activity|Small group activity|25}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks.

All the participants should have tried out a mini-EBL lesson or have organised an extended EBL ‘field or project day’. Check with each other that you have the following documentation that should be included in your portfolio:

1. Students’ recordings (on sheets of paper) of their data collection, analysis, findings and any other presentation documents (e.g. models, charts, pictures) and audio/video recordings of students’ presentations.

2. Your audio reflections of the planning and implementation of all parts of the EBL mini-lesson, field trip or project day.

3. Your written reflections about EBL, major take-away messages (e.g. using PMI to think about the planning and implementation of EBL) and ideas on what you would like to try out for your future planning and implementation of EBL in your class.

4. Questionnaire on how much you have learnt and tried to practise EBL in your classrooms.

Spend about 5 minutes scanning through all the homeworks (in the form of some of the documents listed above) that have been completed by yourself and your colleagues.

Discuss as a small group, what you feel has gone well and what are some areas for improvement in the planning and process of EBL. As far as possible, make use of the evidence in the documents to support your views. Nominate a spokesperson to present to the bigger group your group’s assessment on how successfully you feel you have learnt and tried out EBL in the last three or four weeks. Your group should also provide a recommendation of how you would help OTHER teachers in the school get to know and learn about EBL.

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{{OER4S
|title=Presenting findings of enquiries
|session=5.4
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* what to look out for in presenting data and findings for an EBL lesson
* how to present the results of an EBL activity
* how EBL activities can be carried out more seamlessly in ‘everyday’ lessons

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* watch three examples of student presentations and discuss stimulus questions as a whole group
* present in groups the results of an enquiry using presentation rubric as guidance
* reflect on what you have learned about EBL using an inventory based on the material covered in this unit

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Making use of ICT in EBL
* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows,
EtherPad
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...
}}

= {{name for review of follow up}} =

{{review of follow up}}

=Presenting findings: Watching some examples =

{{activity|wcd| on presenting findings|30 }} You will be watching a few video clips on students presenting their work after some research and preparation of an enquiry topic. Consider the questions that follow whilst watching the video clip and discuss them as a whole group afterwards.

'''Video A: Grade 7 Zambian students in Abel’s class presenting outcomes of their GeoGebra enquiry on the relationship between area and perimeter '''(spend 10 mins)

Consider these questions as you watch:
# What kind of feedback would you give the students?
# Would it be useful if the students presented some reflections on their work (as well as their solutions)? What kind of reflections could you ask them to include?
# Could there be other ways for the students to present their work? What kind of preparation would they need and how could you assist them?

{{: Video/Abel Clip 5.m4v }}

{{ednote|text=
The teachers should emphasise at each stage of the enquiry that students’ investigation is a '''journey''' and that finding new information is exciting, especially when unexpected. The final presentation stage is an integral part of an enquiry activity which contrasts with traditional pen and paper assessment methods. The emphasis should be on telling a particular audience the personal story of the '''“learning journey”,''' rather than just recounting and reporting the facts as in a test paper. The objective is not just to state the answer but to share how the students arrived at a particular finding(s) and what OTHER possible enquiry questions may have arisen from this current enquiry activity. }}

'''Video B: Secondary school students from various countries presenting their recommendations on basic rights of education for a child during a Project Citizen National Finals, sponsored by the U.S. Embassy (10 mins)'''

Consider these questions as you watch:
# What do you notice about the fluency and confidence of the presentations?
# How can you help your students to be more fluent and confident in their presentations?

{{: Video/Project_Citizen_Student_Presentations.mp4 }}

{{ednote|text= Do not be overly concerned if your students have gaps in their basic skills like reading or spelling in their first few presentations. You can point it out if you feel it’s necessary but the most important aspect of the enquiry approach is to help the students to become motivated to find out answers about what they are curious about the world around them. Notice that the students who present in this video clip have demonstrated poise, confidence and a lot of passion!

We should hope that your students would be equally excited to present their learning journey and the affirmation they receive from you and their classmates should energise them further in making more enquiries on their own. }}

'''Video C: American secondary students presenting their findings on cyber-bullying to a panel of professionals in a Project Citizen State Showcase (10 mins)'''

Consider these '''questions''' as you watch:
# What do you notice about the way that the students organise themselves to present their findings? Is it effective? Why?
# What do you notice about the resources that the students have prepared for the presentations? Is it effective? Why?

{{: Video/Panel_1_The_Problem_Project_Citizen_State_Showcase_KIDS.mp4 }}

{{ednote|text=
It takes a lot of time and practice for a group student presentation to reach this level of quality. The facilitator should point out that even though this is an older group of students presenting, it should not be impossible for their students to be able to prepare the necessary resources and allocation of different roles through extended time of preparation. The key here is time for preparation! Do not expect your students to be able to come up with a good presentation unless you have shown them good examples of a good presentation and also, give them the time to prepare and try out different presentation formats! For example, they might ‘storyboard’ the presentation (plan it out step-by-step, using drawings or notes where helpful) before doing it live.
}}

=Modes of presentation=
{{activity|wcd| on modes of presentation|10 }} In all of the video clips you have seen, students present through speaking to the class and using visual props / displays of their work. What other means of presentation can they use, for more variety and to capture different kinds of outcomes? Which of these are feasible in your context?

{{ednote|text=
Presentations can take place through posters, dance, role play, cartoons, photograph sequences, charts and graphs, mind maps etc. Encourage the participants to think laterally about different options. Some may even involve audience participation?!}}

<<< INSERT PINDI VIDEO (selecting speakers with strips of paper) HERE >>>

{{: Video/Pindi graphs 3.1-17.m4v }}

=Presenting findings - Criteria of assessment =
{{activity|wcd| on criteria of assessment|20 }}''' '''You have watched and discussed the different considerations of what a good presentation may entail. List all the criteria that you think your students should be informed about, when they prepare and eventually present their enquiry findings.

{{ednote|text= The facilitator should write down all the suggestions on the blackboard or a sheet of paper}}

Now look at this example of an assessment rubric for class presentation:

http://drsaraheaton.files.wordpress.com/2010/12/presentation-grading-rubric4.pdf

An assessment rubric like the one you have seen above provides the criteria for assessment and the list of descriptors of performance at the different levels.

Discuss these questions:

# Do you agree with the list of criteria and the descriptors of performance for a presentation?
# Are they appropriate for use in your class?
# How would you revise the assessment rubric for use in your class?
# How useful such an assessment rubric is for your students in terms of:

*i. Helping them to be aware of the criteria and standards of presentations that you expect from them.
*ii. Providing feedback to them during their preparation and after their presentation.
*iii. Discussing with them what are exemplars of a ‘good’ or ‘bad’ presentations.
*iv. How can the assessment rubric be used for the other stages of EBL activity?

=Presenting findings – group presentation =

{{activity|wcd|: group presentation|30 }} Have a go now at presenting your enquiry findings (for activities A-E) that you have worked on together in your small groups for the past weeks. Ensure that you present HOW you arrived at your conclusions. Decide on the maximum time that you would allow each group to present (we suggest 5-8 mins) and allocate a time-keeper. At the end of each presentation, allow the audience to ask questions for clarification (we suggest 3-5 mins).

The audience should make use of the assessment rubric above (or any revised version of the criteria and descriptors) to provide constructive feedback on the strength of the presentation and what areas could be improved on (as we will expect learners to do in the classroom).

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

== Part A ==

You should try out a mini-EBL lesson (if you have not already done so) and proceed on to complete the more extended EBL ‘'''field or project day’'''; this is where your students will '''complete their enquiries, analyse their findings and present them''' to the class. The presentation session needs careful handling if the learning outcomes are to be fully achieved.

'''[Resource] '''Note that the site http://www.our-africa.org/zambia/climate-agriculture may be useful for the project on what crops are grown.

'''''Conducting the enquiry / Data collection'''''

'''Please ensure that students’ work throughout the enquiry is documented.''' You could use a digital camera to photograph both the students doing their activities and the outcomes.

Ask them to record what they are doing throughout, using separate sheets of paper where applicable rather than subject notebooks, so that these can be collated at the end and photocopied. These records can feed into your '''portfolio'''.

'''''Presentations:'''''
* Ensure that your students present their findings in the form of their '''learning journey''' (ie. WHY and HOW they have arrived at their conclusions? How much evidence is there for their claims?), rather than just presenting a particular solution.
* They should be able to '''reflect''' on how they may approach the enquiry task differently next time and how they this task has prompted them to think of other enquiry topics or questions. Encourage your students to make use of '''different presentation formats''' (e.g. role play, skit, song and dance presentation) and resources (e.g. charts/tables/diagrams, actual models, notes for the audience, series of images).
* Highlight to the audience that they should be '''listening''' and watching their classmates’ presentations and be ready to raise questions and comments. Both peers and you, the teacher, should provide constructive '''feedback that is related to the assessment criteria'''.
* If possible, video record or at least audio '''record some of the presentations'''. The workshop facilitator or another colleague may be able to help you do this.

The reporting stage can be followed by a '''‘consolidation’ stage''' where the pupils are encouraged to use the information they have gained to further advance their knowledge and understanding. This kind of reflective discussion, where the group outcomes are shared, can be very useful. '''''(from TESSA Key Resource: “Using investigations in the classroom”)'''''

== Part B ==

The full sets of '''reflection questions''' on your own planning and implementation of EBL lessons are listed below. You may like to take some time to make use of the questions to reflect on how successfully you think you have managed to capture the ‘spirit’ of enquiry in your class in the last few weeks. Please make a full audio reflection for Parts B and C using your dictaphone.

Watch the following clip to review what EBL is about:

{{: Video/Inquiry-Based_Learning_for_curriculum_and_instruction_class.mp4 }}

You might still have some concerns about whether EBL will really work in your classroom. What are your concerns and what are some take-away messages for yourself? How will you proceed to use/adapt EBL more seamlessly in your future lessons?

'''Planning Stage'''
* Will there be shared lesson objectives or would it differ considerably depending on that enquiry work is chosen?
* How will the enquiry tasks support enquiry, questioning and discussion?
* Will the tasks constitute a project or activity extending over and between lessons? If not, how can this be arranged?
* If so, will students do anything in between lessons? Will this involve research? Will the parents or other family/community members be involved?

* Will the tasks be undertaken by
** individuals (perhaps cooperating by sharing equipment and helping each other with both technical issues and the task) - could enquire as a group but not strictly co-enquiry!
** groups (collaboratively planning and developing ideas, conducting the work, learning to compromise and giving feedback)
** or the whole class working together collaboratively?

* How will students record what they learned?
* If groups, will there be group presentations to the class?
* If groups, will different groups investigate different aspects of the topic and then share their knowledge with the class?
* What criteria will the class use to assess the outcomes of their enquiry? How will you ensure that any criticism is constructive and sensitive? How will the group be encouraged to take on board constructive feedback?
* How will students assess their own work?

'''Implementing Stage'''

* How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or for a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? )
* Are the tasks open-ended enough so that the students also could take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance)
* Can students conduct experiment, search for information or resources themselves?
* Can students interpret the information or data themselves?
* Can you persuade students to ask more questions without feeling shy or stupid?
* Can you show students that you can be a learner alongside them?

* Are the resources - inside and outside the classroom, human/material/digital - sufficient and accessible to all of them?
* Can you and the rest of the class give comments or criticisms that are constructive and sensitive? Can the group be encouraged to take on board constructive feedback?
* Are the students motivated to suggest more enquiry ideas of their own?

== Part C ==

(after the final enquiry stage is implemented)

You have learnt quite a lot about EBL and have had gone through a full cycle of EBL with your colleagues in the past few weeks. Write down your thoughts on EBL (based on the reflection questions, concerns and any other take-away messages) and a few ideas on what you would like to try out for your future planning and implementation of EBL in your class. This can be one of the documents to be filed in your portfolio.

Referring to what you have written down, complete the following questionnaire to review how much you have learnt and tried to practise EBL in your classrooms. Circle the choice that best represents how you feel about each topic in this unit. There are no right or wrong answers! You may be inspired to write down some further thoughts on learning about and trying out EBL in the future '''after''' you have completed the questionnaire.

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.1 Introduction to EBL'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the benefits of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn more about EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.2 Starting the enquiry process'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different parts or sections of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different levels of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Do I know which level of EBL I am most comfortable to try out in my class?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Yes'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Not sure'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''No'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How skilled am I at posing good enquiry questions?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How often do I encourage my students to pose good enquiry questions?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''routinely'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''sometimes'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not often'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn and improve on making use of good enquiry questions as stimuli to engage my student’s learning?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.3 Collecting and Interpreting Information in Enquiries'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the various ways of collecting information in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the appropriate analysis of information?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How confident am I in giving good feedback to the students on their collection and interpretation of information in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn more about collection and interpretation of information for EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.4 Presenting Findings of Enquiries'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different modes of presentation of findings in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different criteria and descriptors for assessing a presentation?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How confident am I in giving good feedback to the students on their presentations?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on different modes of presentation?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on using criteria and descriptors for assessing all the parts or sections of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.1-5.4 Use of ICT to support EBL'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about using ICT to support the various parts of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on using ICT to support EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|}

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

Talk:OER4Schools/5.3 Collecting and interpreting information

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OER4Schools/Collecting and interpreting information part 2

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Additional material to help with recording results from enquires.

if you are planning for you students to collect some experimental data you might like to watch the following sequence of videos that show a South African teacher preparing her students to draw a graph of some data.

video 1 - making sure everyone understands the table

Pindi Graphs 3.4.mp4

* Why does the teacher remind the students of what they had done previously?
* What are the benefits to the students of the teacher drawing the table on the chalk board?
* Do you think it was a good idea to leave the table blank? Why?

The teacher reminds the students of work they had done on this enquiry in a previous lesson. She has planned for the students to do quite a lot of graph drawing as part of this enquiry on exponentials.

Add some videos of Pindi describing in detail how to draw up and fill in results table. Include a student completed worksheet (measuring pulse rate) for critique.

OER4Schools/5.3 Collecting and interpreting information/review of follow up

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OER4Schools/Collecting and interpreting information/review of follow up

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{{activity|Small group activity|30}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks.

'''Part A:''' (5 mins) You were asked to try out a mini-GeoGebra enquiry lesson in your class. Discuss in your small groups the following questions:
*How did your students respond to the open nature of this task?
*Did you feel confident with teaching using GeoGebra? Why or why not?
*What other observations can you make that will help you evaluate the use of Geogebra?

'''Part B:''' (5 mins) You were asked to tidy up and make sense of the data for the group enquiry activities (A-E) for presentation this week. Spend some time discussing who will be presenting and to finalise what resources (e.g. charts, models, maps) your group will need for the presentation.

'''Part C and D: '''(20 mins)''' '''Some of your colleagues may have carried out the beginning stage of a ‘field’ or ‘project’ day in their class. Invite these colleagues to share how their extended enquiry-based learning (EBL) lessons are going. They could do this by giving PMIs of '''at least two''' of the following considerations of a successful EBL lesson:
* Nature of enquiry tasks (e.g. are they open-ended enough so that students could also take some responsibility to research and find ways to investigate different enquiry ideas, rather than just producing an answer or a solution?).
* Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).
* Students’ engagement and competence in conducting an experiment, searching for information or resources themselves.
* Students’ engagement and competence in interpreting the information or data themselves.
* Teacher’s role as a guide and co-learner with the students.
* Availability and accessibility of resources (e.g. internet).

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{{OER4S
|title={{Get session title}}
|session=5.3
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using short enquiry tasks to introduce the idea of enquiry based learning to your students
* collecting and interpreting data in an enquiry-based lesson
* the importance of recording the results of enquiries
* collecting accurate and reliable data
* preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* review a short perimeter and area enquiry task on Geogebra
* complete a simple data collection exercise on personal profiles
* watch a video as a stimulus for discussion on encouraging students to record their findings during enquiries
* watch a video sequence illustrating a procedural error and refine resources and data collection process to minimise such errors

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Geogebra and perimeter and area
* Use of online simulations for EBL
* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows,
EtherPad
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...

Resources needed for this session:
* Papers of different sizes (at least two pieces of paper for each teacher),
* Different coloured pens (at least one for each teacher),
* Computer/laptop/netbook and the Internet.
}}

{{: Video/Priscillah speaking about student motivation during a science investigation.mp3 }}

= {{name for review of follow up}} =

{{review of follow up}}

= Further Tasters of EBL: Investigating perimeter =

{{activity|stgw| on investigating perimeter.|15 }}

Working in your small groups of three to four participants, complete the following activity (the applet will open in another window when you click on it) which uses GeoGebra. In this activity, we would like you to experiment with drawing figures with different numbers of squares (you can click and drag them into position) and observing how the perimeter changes.

Take some time to explore the applet and think about the type of enquiry that it lends itself to (demonstrated enquiry/structured enquiry/problem-solving enquiry/independent enquiry) and how you might use it with your students. Do you think the results table is a useful addition to the applet? Share your findings with the other participants and share whether such an activity can be used in the class as a taster of what EBL is about.

*[[variety of perimeters with fixed area]]
[[File: Variety of perimeter with fixed area.png|400px]]

 

{{background| text=

You may like to refer to the following guidance notes for some ideas on how to make use of the [[variety of perimeters with fixed area]] GeoGebra resource:

 
'''1) Overview'''
 

After learning the concepts of perimeter and area, it is easy for students to think that figures with larger perimeters would also have larger areas, and vice versa. This applet helps teachers to explore with students the variety of the perimeters of a figure formed by several congruent squares touching side by side. Together with the complementary applet [[Variety of areas with fixed perimeter]], teachers can clarify with students that a figure with a larger area may have a smaller perimeter, and areas and perimeters are two different concepts.

 
'''2) Learning Objectives'''
 

* Recognise that figures with the same areas could have different perimeters.
* Recognise the strategy of minimizing the perimeters of figures with the same areas.

 
'''3) Teaching Approach'''
 

An enquiry teaching approach is expected. Students are asked to arrange 3 to 9 squares to form different figures and find their possible perimeters. Teacher then guide students to express their strategies of getting the largest and smallest perimeter with a certain number of squares.

 
'''4) Teacher’s Note'''
 

For each number of squares, ask students to record the possible perimeters in the table of the applet.
Guide students to focus on the change of the perimeter when a square is dragged to a new position.
Discuss with students the strategy of minimizing the perimeter, especially for 4 and 9 squares.
}}

{{ednote|text=

Note that while the instructions for the task are short, it will take some time to complete the task. Make sure you limit the time appropriately, so that there’s enough time for the remainder of the workshop.

The following task may be used as an alternative if preferred or if there is no GeoGebra resource:

'''Investigating volume and surface area of paper boxes '''

Each group of participants should have access to papers of different sizes. Each participant should fold a paper box using each of the papers. Use an appropriate method to measure the area of paper and volume of the paper box. Would the size of the paper affect the volume of the paper box? Or would it be dependent on how your fold the paper? What is your initial ‘best guess’ or hypothesis? How will you go about finding out whether your guess or hypothesis is correct? Share your findings with the other participants and whether such an activity can be used in the class as a quick taster of what EBL is about.

}}

= Simple data collection exercise =

{{activity|stgw| on data collection|10 }} This is a fast and simple activity in which you (or your students) fill in the blanks, and you learn more about each other. On a piece of paper, draw a simple profile of yourself (forehead, nose, mouth, and chin). You and your group members should choose at least four items from the following list of possible information about each other, and write them inside the profile using coloured pens:
* Name
* Favourite time of day
* Favourite colour
* Favourite sport
* Favourite subject
* Something I did that I'm proud of
* Birthplace
* Something that makes me laugh
* Favourite food
* Favourite animal
* Favourite song

You can post the profiles in the classroom or create a display section in a suitable venue in your school along with your picture (or your students’ pictures). For another variation, you can use a spreadsheet, to consolidate a particular aspect of the profile of the class (e.g. favourite time of day, favourite food). These can be shown on a regular basis as ‘data’ from your class. (e.g. My classmates all like to eat ’''nsima’'')

Now try to come up with some interpretation of the data from all the profiles in your group.This is a great way to get to know each other and also the group as a whole.

= Data Collection =

{{activity|wcd| on data collection.|10 }} Data collection is an essential part of many EBL activities. It is important that data is carefully and accurately collected. Otherwise, the interpretations and conclusions you draw from your enquiry can be very misleading. For instance, you would not want your profile in the previous activity to contain any mistakes about yourself. Some common methods of data collection include:

* reading reference material in a library or on the Internet
* conducting an interview
* using questionnaires
* doing an experiment.

Discuss with each other whether you are familiar with each of these data collection activities.

'''It is important to give students ownership of how they prefer to collect and record their findings by giving them options to choose from. It is also important for teachers to discuss with them the reasons for collecting or recording findings, because they may not understand why they need to collect or record findings in a particular way.'''

Now watch a video clip on Nixolo helping students to collect data in her EBL lesson and bear in mind the following questions:

# Why do you think it is important for students to record their findings during the enquiry process?
# Are the students in the clip motivated to record their findings?
# Can you think of ways to help the students engage with the recording information part of the enquiry process?

{{: Video/Noxolo_3D_shapes_1.3_AfL3_recording.m4v }}

Discuss the questions as a whole group and record any interesting or useful observations in your notes for this session. Here is a copy of the worksheet that the students in the video are completing:

[[image: Euler Relation Investigation - worksheet.png|750px]]

{{ednote|text=
Students in the video are recording information on polyhedra such as number of sides/faces/vertices etc. By recording these in a table next to the name of the polyhedra (which they have build as part of the investigation) the students will hopefully be able to see patterns emerging both within each data set and between data sets.
}}

= Collecting and Interpreting Data: Part one =

Recall the five enquiry ideas (A-E) that were discussed in the last session.

{{Background|text =

'''Enquiry ideas'''

'''Idea A: Investigating paper airplanes'''

There are many different designs for paper airplanes. Some of them have a very plain design but can fly a longer distance whereas some can have a rather interesting design but not fly as well. ''What are the factors that affect how far a paper airplane can fly?''

'''Idea B: Investigating the process of hand washing'''

We have been told that washing of our hands is an important part of maintaining hygiene and preventing the spread of germs and viruses. ''How do you know that you have spent adequate time washing your hands each time?''

'''Idea C: Investigating the vegetables and trees within our community'''

''What are some of the vegetables and trees that are grown in our community and why are they being grown here?'' (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) Some possible areas of investigation: location of vegetable/trees (e.g. type of soil and availability of water source like stream), medicinal properties (e.g. is it used as a traditional medicine?), nutrition properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values.

'''Idea D: Planning for a trip to the game reserves and Victoria Falls'''

Imagine you have two overseas friends who have just arrived in Lusaka and would like to visit a game reserve near Lusaka, the Victoria Falls and one other interesting site. The visitors only have one day to visit these three places by car. ''Can you recommend the third place to visit and inform the visitors the distance to these places from Lusaka city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at Lusaka city centre ?'' Please state the distance of travelling to each place and the approximate time required to travel.

Also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops?

'''Idea E: Investigating my body and how it works'''

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. For example:

* pulse rate and how it varies with exercise
* lung capacity and how it varies with height/sex/pulse rate/chest circumference
* BMI and being healthy
}}

Get back into the groups that you formed to work on a few of these ideas during the last session. We will assume your group has been able to develop one or two of these ideas into enquiry-based lesson(s) and you now want your students to start collecting data to answer the enquiry questions.

{{activity|stgw| on data collection|10 }} Discuss in your groups the following questions:
# What form of data collection will the students need to work on? Do they need to identify sources of information or conduct some sort of experiment or calculation?
# If it is a form of experiment or calculation, do they have the necessary skills or knowledge to conduct the experiment or calculation? How will they record their results? How will I make sure to integrate ICT into this process? Would the use of a spreadsheet help students to keep track of and if necessary further process results?
# If it involves identifying sources of information, where do they find the information? How do they know the information is valid and how can they access the information?
# What other ways of finding information are there?
# Consider whether or not it might be useful for students to make a prediction of what they think the outcome might be.

{{background|text=
'''Making predictions'''

Simply put:

* a ''hypothesis'' is an explanation of why something is happening (or will happen) and so is a good starting point for investigation/argument/further observations/tests
* a ''prediction'' is a statement of what you think will happen before it does so

It is possible to make a prediction based on a hypothesis or without a hypothesis.

You can read about hypotheses in more detail in this
[http://nrich.maths.org/6178 NRICH article on understanding hypotheses].

Encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist.

* What other positive consequences could there be of students predicting the outcomes of their enquires?
* What are the potential drawbacks of encouraging students to make predictions?

Here are some video clips of students working on making predictions for the outcome of an enquiry that they will soon do. Watch a few of them now and the rest in your own time after the session. Notice how motivated the students are and how they support and encourage each other. Think about the following questions and discuss them as a group if you have time:

* What do you think the teachers role is during this stage of the enquiry process?
* How could you ensure that all students are actively involved in making predictions?
* What strategies could you have in place to make sure that any misconceptions uncovered at this stage would be picked up and dealt with?

* {{: Video/Aggie_Fitness_A6.m4v }} (after cutting everything up to 1.34)
* {{: Video/Aggie_Fitness_A7.m4v }}
* {{: Video/Aggie_Fitness_A8.m4v }}
* {{: Video/Aggie_Fitness_A9.m4v }}

}}

{{ednote|text=
An enormous amount of valuable, deep and exciting information is available on the Internet, but an enormous amount of total nonsense, falsities, half-truths and unsupported theories is also out there. Your students have to learn to distinguish between the two, but you cannot give them hard-and-fast rules. Everything that comes out of an established publishing source isn't good information, and everything that comes from a personal home page isn't bad information. The kinds of things that students ask may be answerable only by other people, perhaps only by a knowledgeable person other like a teacher, parent, medical specialists, etc.
}}

{{activity|stgw| on collecting data for analysis.|5 }} After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether is it in the form of experiment or enquiring through the Internet/asking people). If not, make some changes or consider creating additional worksheets or perhaps a spreadsheet for the students. If you would like your students to make a prediction and/or form a hypothesis, make this clear on your worksheet. You should make sure that you have included an ICT element in each of your enquiry ideas.

{{activity|otr|: VIdeo sequence and discussion.|5 }}

Imagine that you are the students who are going through the data collection process.

Watch the following video sequence of some students collecting data for an enquiry into BMI and being healthy (Idea E). The students have been collecting data independently and the teacher has noticed a problem.

* {{: Video/Judith_body_A6.m4v }}
* {{: Video/Judith_body_A7.m4v }}
* {{: Video/Judith_body_A8.m4v }}

Try to anticipate where these types of problems (procedural errors) might occur as you collect data for your 'Idea" in the following activity. It is likely that you will need to refine your data collection procedure in a similar way that you have just refined your resources in the previous part of this activity.

{{Background|text =
As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of thee or four, they may have come up with this (or perhaps another even better) solution - students can sometimes surprise us with their ingenuity. Once the size of the gap has been worked out, this result can be added to all other measurements carried out using that tape - the students will see this as a worthwhile exercise because it means that they don't have to measure everyone who used that tape again!
}}

{{activity|stgw| collecting data for analysis.|10 }}

* '''Now go ahead and complete the experiment or data gathering part of your chosen enquiry.''' Try to come up with joint predictions and/or hypotheses and make sure that everyone in your group plays an active part in collecting the data.
* By the end of the workshop, you should have the full data set and findings that you could share with the other groups next week.

Some post-activity questions for discussion (if there is time):
# What other kinds of challenges can you anticipate your students will face when completing this phase of the enquiry-based learning lesson?
# How can you support your students as they face these challenges?
# Does the use of ICT in your activity support students’ learning?

=Collecting and Interpreting Data: Part two =

{{activity|stgw| on collecting and interpreting data.|10 }} You have now collected the data and should be ready to analyse or find solutions to respond to appropriately during the enquiry. Where should you begin and how do you proceed with this section of the enquiry?

The follow are the steps in the scientific method as usually followed in many scientific investigations and enquiries. '''They are not in the right order'''. Working in small groups, arrange the steps in the right order by putting the numbers 1-8 next to them.

* Data is analysed.
* ''The investigation is done (using whatever equipment/materials you have chose to use) and data is collected.''
* ''A hypothesis is formed - this is usually a best guess based on what’s already known.''
* Results are communicated.
* A question or a problem is posed.
* Conclusions are reached.
* ''Research is done to find out what is already known about the topic.''
* ''A very detailed step-by-step experimental procedure is designed to test the hypothesis – this is the scientific enquiry or investigation and must take into account all variables affecting the experiment.''

{{ednote|text=

Here are the steps (in order) in the scientific method as usually followed in many scientific investigations and enquiries:
* A question or a problem is posed.
* ''Research is done to find out what is already known about the topic.''
* ''A hypothesis is formed - this is usually a best guess based on what’s already known.''
* ''A very detailed step-by-step experimental procedure is designed to test the hypothesis – this is the scientific enquiry or investigation and must take into account all variables affecting the experiment.''
* ''The investigation is done (using whatever equipment/materials you have chose to use) and data is collected.''
* Data is analysed.
* Conclusions are reached.
* Results are communicated.

}}

You should observe that the steps are very similar to the EBL steps. The steps in italics should be a particularly helpful reminder to what enquiry activities you have carried out, in the context of a scientific investigation method.

Before you carry on to analyse your data, discuss these questions:
# What is your ‘best guess’ at this point in time? Why?
# Do you think the data help you to respond to the enquiry? Why?
# How do you know that you can ‘trust’ the data that has been collected? Why?
# What is the best way to make sense of the data so that you are able to find some solutions to the enquiry?
# Thinking back to the videos of the students measuring their height, how might inaccurate results affect their BMI calculation/hypothesis/conclusion?

Between this session and the next we would like you to continue to analyse your data and be ready to present your findings to your colleagues during the next session (Follow-up activity Part B) . You should arrange a time to get together with the other members of your group or alternatively divide up the tasks relating to the analysis and presentation between you now. You will also have a short time to finalise your presentation at the beginning of the next session .

{{ednote|text=
Use the following information if required:

The analysis of the data involves responding to the questions above. These questions help you evaluate your guesses, and assess whether the data collected is '''valid '''(ie. whether it can actually answer the enquiry questions) or '''reliable '''(ie. whether the data comes from a rigorous and trustworthy method of data collection cf. the discrepancies in measuring height highlighted in the videos). If you do not think the data fulfills the qualities of validity and reliability, then you should immediately highlight the problem and try to find out why this could have happened. It may be that you need to to rethink or repeat the data collection process. If you are satisfied with the data collected, you can then go ahead to make sense of the data so that you are able to present a solution, or different solutions, to the rest of the participants next week.

Remember, to '''ensure that the data collected is reliable'''. It may be necessary to repeat the experiment a number of times. Averages can then be calculated if further processing is needed - for example in the paper airplane enquiry. To ensure that the data is valid, make sure to consider all the possible variables and which ones to control.
}}

= Making use of ICT in Enquiry-Based Learning =

{{activity|stgw| on making use of ICT in EBL.|20 }} Go to the ‘Balancing Act’ simulation by following the link below. Play with the simulation for a few minutes and think about how you might use it in an EBL lesson. Can you come up with one or two enquiry questions that could be investigated using the simulation? Discuss with your colleagues how students would record their answers to these questions.

http://phet.colorado.edu/en/simulation/balancing-act

If time permits, think about reviewing the two gold star rated resources (Teaching Ideas) that accompany the simulation to see how they could be good exemplars for your EBL lesson.

http://phet.colorado.edu/files/activities/3585/Balancing%20Act%20Homework%20Activity%201%20and%202.pdf

http://phet.colorado.edu/files/activities/3485/Balancing%20Act_Sample_Lesson.pdf

These are some possible extension activities you can choose to do in your own time:

1. Study other simulations that have been developed in the web page:

http://phet.colorado.edu/en/simulations/category/new

2. Come up with some headings under which to review the simulations and resources that this website pages could offer for an EBL lesson. For instance, you could assess the simulations and resources in terms of:

*i. the level of enquiry they promote,
*ii. ways of extending/differentiating the level of enquiry,
*iii. how user friendly is it for yourself and students,
*iv. how engaging will it be for the students,
*v. the relevance to your teaching subjects or curriculum in general.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{ednote|text= Participants should set concrete days for their Geogebra day, as well as for the project day. Part 1 of the investigation should be carried out between 5.3 and 5.4. As you go through the homework, explicitly discuss days or lessons which teachers can set aside for this.

}}

'''Part A:''' Try out in your classroom the same mini-GeoGebra enquiry as in the first taster EBL activity above, with learners working in mixed groups of 3-4 around a computer. Consider the following question: how did your students respond to the open nature of this task? What other observations can you make that will help you evaluate the use of Geogebra to explore this topic. Note down the responses and observations. In the next session you will share this with the others.

'''Part B:''' Tidy up and make sense of the data for the group enquiry activities you have worked on in this session and be ready to present them next week. Decide on what would be the best way to present your ideas (e.g. charts, OpenOffice presentation) so that you can present your findings next week.

'''Part C:''' Continue to work on planning for a ‘project day’ or ‘field trip’ and share any development of ideas in the next session. It may be that you have introduced some form of EBL whether in the form of a mini EBL (as in Part A of this homework) or the ‘project or field day’. Be ready to share the positive, minus and interesting (PMI) points that you have noted so far when introducing EBL in your classrooms. The following additional set of questions can be considered for thinking and sharing of PMI, if you have already started to make use of EBL in your lessons:
* How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or in the case of a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? )
* Are the tasks open-ended enough so that students could also take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance)
* Can students conduct experiment, search for information or resources themselves?
* Can students interpret the information or data themselves?
* Can you persuade students to ask more questions without feeling shy or stupid?
* Can you show students that you can be a learner alongside them?
* Are the resources - inside and outside the classroom, human/material/digital - sufficient and accessible to all of them?
* Can you, and the rest of the class, give comments or criticisms that are constructive and sensitive? Can the group be encouraged to take on board constructive feedback?
* Are the students motivated to suggest more enquiry ideas of their own?

'''Part D:''' Carry out Stage 1 of your ‘project day’ or ‘field trip’. You could do this across a couple of lessons (or the longer sessions which we have arranged for in the timetable), or by setting half a day aside for this.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

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{{activity|wcd|: Video on EBL|10}} To refresh your memory of what EBL can look like, let's review one of the clips of one of the teachers using EBL that you watched last week. As you watch the clip, try to identify these four parts of EBL in his lesson.

'''Clip 3: How can we learn mathematics through using used plastic bottles for building a house?'''

{{: Video/The impact of inquiry based learning on students and teacher.mp4 }}

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{{activity|Small group activity:| review of homework.|20}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks. You will remain in these small groups for most of the activities for this session.

'''Homework A: Small group planning task (5 mins)'''

Spend a few minutes discussing with your colleagues the resources you have developed (on enquiry ideas A-E) that you will be using later. You may like to consider some final editing of the resources (e.g. worksheet) or to make sure that you have all the items required (e.g. papers for paper aeroplane) to carry out the investigation later.

'''Homework B: Developing internet search skills (5 mins)'''

Discuss briefly with each other any new discoveries you have made when using Google. If you have managed to search for the video clip on the internet on '''EBL''' '''& OER use at the Aisha Project School, Zambia ''', share with each other what you have learnt from the teacher on enquiry-based learning through the use of ICT.

'''Homework C: Planning ‘project or field day’ (10 mins)'''

Share in your small groups, any new ideas about the ‘project day’ or ‘field trip’:
# Topic/level of students.
# Lesson objective/success criteria.
# Venue for the event.
# Sample questions that ask learners what they know/think about some aspects of your chosen topic.
# Possible resources that you can make use of for this event.
# Use of ICT (if applicable).

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Lucian: Lucian moved page OER4Schools/5.2 Starting the Enquiry-Based Learning Process to OER4Schools/Starting the enquiry based learning process

{{OER4S
|title=Starting the enquiry-based learning process
|session=5.2
}}

''"You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it." Seymour Papert, MIT''

{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* posing real and productive questions to get the most from enquiry-based learning
* different ways to start off an enquiry-based learning lesson (eg brainstorm)
* preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes
* 4 levels of enquiry involving different amounts of student independence:
** demonstrated enquiry
** structured enquiry
** problem-solving enquiry
** independent enquiry

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a questioning game to practise using open and real questions
* continue to plan a a ‘project day’ or ‘field trip’ taking into account the four main parts of an enquiry based learning lesson:
** posing productive questions
** finding resources/doing an experiment
** interpreting information
** reporting findings
* do a PMI activity on the 4 levels of enquiry
* watch a sequence of videos focusing on the nature of the questions used by the teacher

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Developing internet skills
* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows,
EtherPad
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...

}}

= {{name for review of follow up}} =

{{review of follow up}}

= Overview of Enquiry-Based Learning (EBL) =
{{activity|otr|: Reading about EBL|10}} The essence of EBL is asking good investigative questions and that the students participate in the planning, researching and presentation of responding to these questions through projects and activities. It may be the case that the field trip activity you have thought about earlier can be a catalyst event for helping students to think about good enquiry questions!

Teachers can take many approaches to crafting an enquiry-based lesson, but Dr. Cornelia Brunner of the Center for Children and Technology ([http://cct.edc.org/ http://cct.edc.org/]) breaks it into four main parts: Posing Real Questions, Finding Relevant Resources, Interpreting Information and Reporting Findings.

[[Image:Unit5.2StartingtheEnquiryProcess.1.jpg]]

(http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry)

{{activity|stgw|: discussion in small groups|10}} Get into your previous group of 3-4 teachers again (as in last week’s ‘Planning an outdoor’ activity). Look through the questions in the diagram above in each of the four parts of the enquiry process. Think about how useful they are for the field trip you are planning to organise.

Discuss these questions:

# What questions will you select to use during the field trip? Did you use some of them already in your homework planning task?
# How will you structure the field trip such that students can go through the four main steps of enquiry learning?
# You will realise that for the students to complete the whole process of enquiry, '''it cannot easily happen within a single lesson! '''(Although you can do a mini-enquiry in one lesson.)''' '''How does this challenge your current thinking and practice of teaching?

{{Background| text=
The following further set of questions can be useful to help you plan the ‘project’ or ‘field-trip’ day:

* Will there be shared lesson objectives for all the students or would it differ considerably depending on what enquiry task is chosen?
* How will the enquiry tasks support enquiry, questioning, thinking and discussion?
* Will the tasks constitute a project or activity extending over and between lessons? If not, how can this be arranged?
* If so, will students do anything in between lessons? Will this involve research? Will parents/guardians or other family/community members be involved?

* Will the tasks be undertaken by
** individuals (perhaps cooperating by sharing equipment and helping each other with both technical issues and the task) - could enquire as a group but not strictly co-enquiry!
** groups (collaboratively planning and developing ideas, conducting the work, learning to compromise and giving feedback)
** or the whole class working together collaboratively?

* How will students record what they learned?
* If groups, will there be group presentations to the class?
* If groups, will different groups investigate different aspects of the topic and then share their knowledge with the class?
* What criteria will the class use to assess the outcomes of their enquiry? How will you ensure that any criticism is constructive and sensitive? How will the group be encouraged to take on board constructive feedback?
* How will students assess their own work?
}}

= Posing Real and Productive Questions =
In this section, we introduce the idea that it is important students know what a good enquiry question is and are willing to pose them. We suggest that it is very important for the teachers in the first stage of an enquiry-based lesson to help students to pose '''real questions and productive questions''' i.e. ''questions that are worth answering''. Ultimately, these will be questions that when answered will move the student's learning forward and deepen their understanding.

{{activity|wcb| on asking questions.|5}} Look at the following image and come up with as many enquiry type questions as you can relating to it. (Hint - think about the variables.) Record the questions on the blackboard/on a large piece of paper/on ether pad for use later:

[[image: Agnes 5.jpg|450px]]

{{activity|otr|: posing questions that are worth asking|5}}
'''Real questions''' are:
* questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer).
* questions that generally do not lead to simple yes/no answers (or just one possible answer). Instead, they are open-ended in nature to stimulate discussion and invite further investigation.
* questions that must ultimately be answerable through enquiry. Questions like "What color is God?" or "Can I become a national leader?" are valid questions, but they are partially belief-based and not normally subject to the scientific methods that are at the root of enquiry-based learning in the current context. Similarly, questions that are highly personal (that are based on opinion), typically do not lend themselves to an enquiry for science and maths topics. (It is possible in other subjects and require other techniques of enquiry).

Some possible real questions coming from students may be: Why is the colour of the sky blue?, Why is the colour of the sea different at different points of the day in different places?, How do I actually see colours around us? How many soccer balls can fit in our classroom? A sample design task they might engage with is “Design a new school on the same site as yours and for the same number of students as your school.”

'''Productive''' '''questions''' can be used by the teacher to help students think about a problem in a desired direction. These types of questions are open enough to give opportunities for students to consider new ways of thinking. They usually involve questions like:
* What differences and similarities do you see between these objects (or situations)?
* Why do you think these results are different from the other experiment?
* In your opinion, what would happen if...?
* How do you think you could go about...?
* How might you explain...?
* How can we be sure...?
* How many...?
* What is the temperature...?

The “In your opinion...?” and “What/why do you think...?” are very important here as they do not ask the student for the right answer, rather they ask what the student is thinking. In this way, teachers can progress and support the students’ enquiries. Teachers may use productive questions to help students delve more deeply into their chosen enquiry area with the hope that once students have become open to thinking this way they can begin to ask productive questions of their own.

If teachers decide to give students the option of searching for good enquiry questions, they must help them identify and refine their questions for exploration and help them realise when a question is not appropriate for a given enquiry project. The process of refining questions includes helping students identify what they know and don't know about the subject, identifying sub-questions that may be part of the larger question and, most importantly, formulating hypotheses about what the answer might be at an early stage.

'''Look back at the list of questions from the brainstorm on the candle with jar over it image and try to classify them using your knowledge of the following question types:'''
* real
* productive
* closed
* open
* surface
* deep

{{ednote|text=
You may like to help participants to recall their learning on questioning in [[OER4Schools/2.2_Questioning|Session 2.2]]. The following background text is from that session.
}}

{{background|text=

'''''Closed versus Open questions:'''''

* ''Closed questions are factual and focus on a correct response. Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* ''Open questions have many answers. Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''

'''''Surface versus Deep questions:'''''

* ''Surface questions elicit one idea or some ideas. For example, What is the difference between organic and inorganic fertilizers? What is the use if carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* ''Deep questions elicit relations between ideas and extended ideas. For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

''‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.''

'''It is likely that real and productive questions need to be “open” or “deep” as well!'''
}}

= A questioning game =

{{activity|Game| about real and productive questions.|10}} This game is about learning to ask open and real questions. The idea is that you go round your group, and practice questioning.

To start with, decide on a topic to pose questions about to your colleagues. One person starts with an open-ended question that can be either real or productive. The next person could either comment on the previous question (e.g. how can we answer that question? Is it possible to find answers to that question?) or respond with a related open-ended question. This goes on as long as there is no repeating of a previous question. For example, the topic might be on light:

* Teacher A: Why is it important to have light?
* Teacher B : What would happen if there is no light?
* Teacher C: Where/when do you think light is used in particular?
* Teacher D: Who or what do you think particularly need light?
* Teacher E: How does light help or not help people?
* Teacher A: How does light come about?
* Teacher B: What kind of process is involved in seeing light?
* Teacher C: What is the speed of light ?
* Teacher D: I think the previous question does not lead to a productive discussion since it only has one correct answer, so how about changing it to: ‘How do we find out about the properties of light such as the speed?’

So now, choose topic, and start asking questions! After you have gone round the group once or twice (depending on the size of the group) you might want to do another round with another topic.

{{activity|otr| on bigger and smaller questions.|10}} You will realise that some of the questions are ‘bigger’ than the rest in terms of the possibilities that the question can be ‘broken down’ into ‘smaller’ ones. It is probably easier to respond to the ‘smaller’ sub-questions than the ‘bigger ones’. Therefore, responding to the smaller questions will give clues to answering the bigger questions. Bigger questions might frame a whole enquiry whereas smaller, sub-questions might collectively structure that enquiry.

Examples:
*Why is it important to have light? (‘bigger’ question)
*What would happen if there is no light? (‘smaller’ question)
*Where/when do you think light is used? (‘smaller’ question)
*Who or what do you think particularly need light? (‘smaller’ question)

It will be useful for the questions to be written out on the board so that everyone can see how the questions evolve (and to see the ‘size’ of each question) as each person poses a question.

{{ednote|text= Highlight to the teachers that such a process of posing, refining and sizing of questions is by itself a useful enquiry activity for students. We are inviting them to pose questions and think about what kind of investigation needs to take place to respond to the questions. It may be the case that some questions seem rather ‘straightforward’ so posing further probing questions like ‘how do you know’ or ‘why do you think so’ will be helpful to further deepen the thinking process of the students.}}

= Posing real and productive questions - video watching =

{{activity|otr| on posing real and productive questions|10}} Watch the following clip on Abel trying to get students to understand the relationship of area and perimeter. Pay attention to the questions he posed. What other questions could be asked to elicit the students ideas on the concept of area? How might a 'think pair share' approach to the class discussion have affected student’s learning? Consider the question, ‘How do/can we measure area?’. How might this question be developed into a useful enquiry activity for students?

{{: Video/Abel Clip 2.m4v }}

Continue to watch in the next clip, how Abel set up the class for students to explore the relationship of area and perimeter. What kind of probing questions did he use to help students in their learning?

{{:video/Abel Clip 4.m4v}}

The next clip shows how the students made use of Geogebra in their enquiry process. How do you think such an approach of learning would be helpful for the students? Do you think it helped them to become more engaged and confident? Why do you think so?

{{: video/Geogebra-group-interaction.m4v}}

What can you say about how confident the students seem in using this new technology?

= Four Levels of Enquiry =

{{activity|wcd| on the four levels of enquiry|5}} Read the following examples of teachers trying to start an enquiry-based learning lesson for a maths topic on angles of polygons. According to Douglas Llewellyn, the different approaches of enquiry-based teaching require teachers and students to play different roles in the enquiry-based learning process.

'''Teacher A: Demonstrated Enquiry'''

Teacher introduced new concepts of properties of polygons by showing the pupils different pictures of polygons and asking them to describe what they see (see table below). She explained or demonstrated the sum of angles for each polygon. Teacher asked students to explain the pattern across the shapes.

''Example of Question: What is the sum of the interior angles of a regular polygon with seven sides based on what I have shown you so far?''

Students attempted to answer questions which teacher assessed according to whether responses were correct or incorrect. Students took down notes for the topic. The lesson on this topic ended.

[[Image:Unit5.2StartingtheEnquiryProcess.2.jpg|600px]]

'''Teacher B: Structured Enquiry'''

Teacher B divided the class into groups and provided pictures of regular polygons for each group to investigate the property of their angles. The teacher provided step-by-step instruction and questions about how the students should be measuring and recording the angles of each polygon onto a table (see below):

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Number of sides?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Sum of interior angles?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Shape? '''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''What do you realise about the pattern?'''

|-
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|}

''Example of Question: Can you record the number of sides and sum of interior angles of each of the polygon? What kind of pattern can you see?''

Teacher assigned roles to each pupil and asked the spokesperson to report on the group’s findings at the end of their investigation – which can take up to one or two days.

'''Teacher C: Problem-Solving Enquiry '''

Teacher posed the following problem for the pupils to investigate in groups. She wanted the pupils to think of ways to find out the interior angles of this regular polygon (see picture below) and to search the internet to find out where in the world such a polygon can exist physically as a building structure or object.

''Example of Question: You have come across this rather interesting regular polygon and are interested to find out what would be the total interior angles of it. How can you go about finding this out and be sure that the answer is correct? Where do you think you can see this polygon in the real world?''

[[Image:Unit5.2StartingtheEnquiryProcess.3.jpg|300px]]

Teacher directed students to some resources that they could search online. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days.

'''Teacher D: Independent Inquiry'''

Teacher asked each student to think of ways to find the general formula of the interior angle (S) of a regular n-sided polygon : ''S'' = (''n'' −2) × 180°/ ''n''

''Example of Question:'' ''You have come across several regular polygons. Can you work individually to find out a general formula to find the total interior angles of it up to 100 sides?''

Students worked on their own to derive a general formula. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days.

= PMI activity on the Four Level of Enquiry =

{{Activity|stgw|: PMI activity on the four levels of enquiry.|15}} Before having a brief discussion on the differences of the levels of enquiry, it may be helpful to do a PMI (positives, minuses, interesting) activity where you work in groups of two or three and consider the PMIs of each approach. Remember, you can also use a PMI activity to consider the possible pros and cons of a random statement as in the ‘Plants can now walk in our World!’ statement in 5.1.

Do a PMI activity and come up with something '''P'''ositive about and a '''M'''inus point about as well as something '''I'''nteresting about, in this case, the enquiry levels/approaches used by Teachers A, B, C and D and/or consider the following questions for discussion:

# What do you think are the main differences between the levels of enquiry?
# Where do you see yourself (Teacher A-D?) in terms of conducting an enquiry-based learning activity in your class if you were to teach them today? Why do you say that?
# Do you think there is a possibility that you will consider using a different approach to start an enquiry-based lesson in your class if you are given some time to plan? What and how will you go about trying?

{{ednote|text=
As the facilitator, look closely at what is being suggested as P, M, and Is. Critically discuss whether something suggested is really a minus, or whether it could be a Positive, or perhaps just interesting. You might say: "You have put down that students will be challenged as a minus. Is challenging your students a minus? How do we challenge students appropriately?" Also see where suggestions are similar across the four approaches. You might say: "You suggested that this was a Positive for all four teachers - where do you think this is the biggest Positive?"

Here is one way of organising the PMI activity so that all groups consider all 4 levels of enquiry - as represented by Teachers A to D:

* Place a piece of A4 paper with the title: ‘'''Teacher A: Demonstrated Enquiry'''’ on a desk (desk A) in one corner of the room.
* Then place a second piece of paper with the title: ‘'''Teacher B: Structured Enquiry'''‘ on a desk (desk B) in another corner of the room.
* A third piece of paper with the title: ‘'''Teacher C: Problem-Solving Enquiry''' ‘ should be placed on another desk (desk C) in a different corner.
* In the final corner should be placed a piece of of paper with the title: ‘'''Teacher D: Independent Inquiry'''‘ on it (desk D).
* Each group starts on a different desk. They will read through the enquiry approach for that Teacher, have a short discussion about the PMI’s of the Teacher/enquiry approach and write them down before moving on to the next desk in the A,B,C,D sequence (so A moves to B, B moves to C etc.).

After the first move, there will already be something positive ('''P'''), something negative ('''M''') and an interesting point ('''I''') written on the paper now in front of each group. If there are only three groups, the group starting at desk C and moving on to desk D will be greeted with another blank piece of paper Each group will read through the enquiry approach for that Teacher but they will have to think more deeply about ''their'' PMIs, moving beyond the obvious (so, they should not repeat what has been written but should extend their thinking, perhaps using those ideas). The third group to arrive at that desk will hopefully be able to use the other groups ideas to delve even deeper. By perpetuating this cycle all groups will get to discuss each of the Teachers with an increasing level of challenge to their thinking.

At the end of the activity, the four pieces of paper could be displayed so that everyone can see what has been written. Another discussion may arise out of this process, but that’s enquiry for you!

Another way to do this activity is to move the pieces of A4 paper from group to group. This works well if there are the same number of groups as pieces of paper -
Groups each choose from Teachers A, B, C or D, feedback one PMI related to their choice, and then pass their chosen teacher (piece of paper) on for the next group to consider. The next group must come up with a different PMI for that same Teacher. By the end of the activity each of A, B, C and D should have 4 PMI comments. The feedback comments could be written on the board by the facilitator for ongoing discussion or written on the piece of A4 paper and passed on.}}

There is no single correct way to teach or to conduct an enquiry. Effective teachers are resourceful and have a whole repertoire of teaching strategies which they draw on as appropriate, according to the topic, task, level of student confidence and knowledge. The diagram below shows how levels of teacher support and student independence might vary.

[[Image:Unit5.2StartingtheEnquiryProcess.4.jpg]]

{{ednote|text= The differences between the approaches of the four teachers can be understood based on '''differing levels of teacher support or scaffolding (maximum for teacher A) '''for the students and '''students’ independence in their learning (maximum for teacher D)'''. While we hope that we can help our students to take up more responsibility and ownership through enquiry-based learning, we trust that the teachers can make appropriate decisions on which level of support or scaffolding is best suited for their students at any point. One thing that can be common across the approaches is that a teacher should always strive to be a co-learner with the students and not assume that he/she already has all the answers. Be prepared for surprises and that the students’ questions and findings might be very illuminating indeed!}}

= Making use of Enquiry Ideas =

[[Image:Patricia 1.jpg|300px]] [[Image:Judith 3.jpg|300px]] [[Image:Agnes 3.jpg|300px]]

{{activity|stgw| on making use of enquiry ideas|10}} Below are five enquiry ideas (A-E) that could be turned into an enquiry in your class. Please note that these are just ''enquiry ideas'' which means that you need to go through substantial thinking and planning for the ideas to be introduced in a lesson to engage students in their own enquiry. It may be that you do not find some of the ideas useful at all, in which case you are welcome to come up with your own enquiry ideas to discuss as a group.

Divide yourself into groups of three or four teachers. You should read through all the enquiry ideas and eventually pick one or two ideas for the group activity that you will be working on together in this session and in the next two weeks. As you are reading through these ideas, think about the following:

#Are the ideas interesting and engaging for my students?
#Are the ideas relevant to the curriculum? What subject will it be most relevant to introduce them?
#What can be an appropriate lesson objective(s) if you do make use of the enquiry ideas?
#What kind of resources will you need and are they easily accessible to you and your students?
#How will you introduce the ideas in the first lesson (recall what are some of the ways to present your questions that you have learnt in the previous session) and how many lessons do you think you will need to complete the enquiry process?

'''Idea A: Investigating paper airplane design'''

[[image: airplane.png|250px]]

There are many different designs of paper aeroplanes. Some of them have a very plain design but can fly a longer distance whereas some can have rather interesting design but do not fly as well. What are the factors that affect how far a paper airplane can fly?

You may like to refer to the following web references for more information:

* Examples of airplane designs imitating flying and gliding animals:
** http://srel.uga.edu/kidsdoscience/sci-method-planes/airplane-designs.pdf
* Examples of airplanes with instructions and videos on how to fold them:
** http://www.funpaperairplanes.com/Plane%20Downloads.html
** http://www.origami-resource-center.com/paper-airplane-instructions.html
* Examples of the actual lessons on investigating the flights of paper airplanes using scientific method as an extended project:
** http://camillasenior.homestead.com/paper_airplanes.pdf
** http://srel.uga.edu/kidsdoscience/kidsdoscience-airplanes.htm

''Tip: Students could use what they have learned from their enquiry to design their own enhanced airplane.''

'''Idea B: Investigating the process of hand washing'''

[[image: left arm.png|200px]]
[[image: bowl of water.png|200px]] [[image: soap.png|80px]]

We have been told that washing of our hands is an important part of maintaining hygiene and preventing the spread of germs and viruses. How do you know that you have spent adequate time washing your hands each time?

* Example of lesson plan on investigating hand washing
** http://www.bam.gov/teachers/activities/epi_4_hand_wash.pdf
* Example of youtube video on emphasising importance of washing hands
** http://www.youtube.com/watch?v=mY8Kx2iW2ls
** http://www.youtube.com/watch?v=tmMGwO4N0Vc
* Video of a Zambian teacher doing this enquiry with her students
** {{: Video/Judith.m4v }}

'''Idea C: Investigating the vegetables and trees within our community'''

What are some of the vegetables and trees that are grown in our community? Why are they being grown here? (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango)

Some possible areas of investigation: location of vegetable/trees (e.g. type of soil and availability of water source like a stream), medicinal properties (e.g. is it used as a traditional medicine?), nutritional properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values. You might like to select one or two areas of investigation for a start.

* Example of youtube video on tree planting in Zambia
** http://www.youtube.com/watch?v=u5gCho1S5oc
** http://www.youtube.com/watch?v=iL5e40UL20I
** http://www.youtube.com/watch?v=kGdN8F_igVo
* Example of website on ‘treevolution’ in Zambia
** http://www.greenpop.org/projects/trees-for-zambia/
* Video of a Zambian teacher doing an enquiry on water retention in different soil types with her students
** {{: Video/Day 1 Patricia lesson clip4.m4v }}

'''Idea D: Planning for a trip to the game reserves and Victoria Falls'''

[[image: Victoria_Falls.png|800px]]

Imagine you have two overseas visitors who have just arrived in Lusaka and would like to visit a game reserve near Lusaka, plus the Victoria Falls and one other interesting site by car. The two visitors only have one day to visit these three places by car. Can you inform the visitors about the distance to these places from Lusaka city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at Lusaka city centre? Please state the distance of travelling to each place and the approximate time required to travel.

Example of website on visiting Zambia:
* http://www.zambiatourism.com/welcome.htm

Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: out how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops?

'''Idea E: Investigating my body and how it works'''

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down.

Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work:

* lung capacity and how it varies with height/sex/pulse rate/chest circumference {{: Video/Aggie.m4v }}
* BMI and being healthy {{: Video/Judith_body_A4.m4v }} 13.59 min

= Discussion of Enquiry Ideas =
{{ednote|text=This activity is optional if small groups need more time to discuss.}}

{{activity|wcd| on enquiry ideas|10}} Nominate one or two representatives from each group to share the enquiry ideas they have discussed in the previous activity. In particular, highlight the reasons for selecting the enquiry ideas that the group has chosen and share ideas on how the teacher should present the enquiry ideas and questions in the first lesson. Share any possible challenges that the teacher may face. The rest of the participants should provide constructive questions or comments to help the group to sharpen their ideas further.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{todo|This homework is way too long! contents need to be discussed in the session, and then briefly stated here}}

{{activity|Agreeing follow up activities|5}}

Part A: Small group planning task.

Work with the same small group of colleagues to develop the resources (e.g. worksheets and materials) for one or two enquiry ideas that you have discussed just now that will be necessary to carry on the enquiring process by your students. Bring these resources next week (including the materials like the paper for the paper aeroplane) so that you can start the data collection and interpreting process as a group. Remember that you have time to work on at most two enquiry ideas so please choose the idea(s) that you really want to work on! If you think that you have OTHER ideas that you prefer to work on, that is fine but do ensure that you have thought through the questions we have suggested to you earlier. You may find this document useful as it contains some further enquiry ideas that have been developed by students alongside examples of their work: [[file:Developing Higher Order Scientific Enquiry Skills.pdf]]

Part B: Developing Internet search skills

Internet search skills are very important as the internet is typically the first stop to obtaining information on specific news and topics of interest. You may like to direct your students to specific web sites in the early stage of an EBL lesson.

We suggest that you spend some time viewing the following YouTube clips on internet search skills. This can also be done as a group session using a projector, if preferred.

{{: video/How to scan and skim sources on the Internet.mp4 }}

{{: video/Learn how to search the Internet effectively.mp4 }}

{{: video/Learn how to use Google expert search.mp4 }}

{{: video/How to use Google Earth in the classroom.mp4 }}

After you have looked at the video clips above, please try to search for a video clip on the internet on '''Enquiry-based learning & OER use at the Aisha Project School, Zambia.''' Can you summarise what the teacher in the clip has said about enquiry-based learning through the use of ICT?

{{ednote|text=
When you discuss the homework with the participants, let them know that they can ask you for help in navigating to this site if they have difficulty finding the clip. The clip can be found at
http://vimeo.com/12669204 (and is available offline as Enquiry-based learning at Aisha Project School.mp4).

The clip shows Andreia Santos (http://aisantos.wordpress.com) interviewing Brighton Lubasi about the use of open educational resources at the Aisha Project School in Lusaka, Zambia. Brighton explained how they drew on an enquiry-based pedagogy for learning with OER. The interview was carried out during Andreia's visit to Zambia to attend and present at the E-learning Africa Conference in May 2010.
}}

Part C: Notes for planning 'project or field day'

We hope today's session will help you to develop your ideas for an enquiry-based ‘project day’ or ‘field trip’. Be prepared to share any updates of your ideas in the next session (5.3). In the previous session (5.1) , we introduced these questions to help you plan for your own EBL 'field trip' or 'project day' so be sure to refer to them:

* What is a suitable topic?
* What is a suitable lesson objective/success criteria?
* Where would be a suitable venue for the event?
* What kind of questions could you pose during the enquiry? Is there a main enquiry question and sub-questions? Can you phrase some sample questions that ask learners what they know/think about some aspects of your chosen topic? Are you giving opportunity for the students to pose their own questions? What might they like to know/find out?
* What specific resources (e.g. worksheets, objects, internet links) have you come up with for the event?
* How can the students make use of ICT to facilitate their enquiry process?
* Consider also what are some administrative requirements you need to attend to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?

The table below summarises the different kind of questions that we have discussed so far.

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Open-ended’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Deep’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Real’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Productive’ Questions'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers.

''Examples:''

''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas.

''Examples:''

''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer).

''Examples should come from the students themselves!''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions help students to delve more deeply into an enquiry area. May be posed by the teacher initially to support and progress students’ enquiries.

''Examples:''

''Probing questions starting with “in your opinion”, “what would happen”, why do you think”, “how can you be sure” etc''

|}

{{setting of follow up}}

= References =

* Pollard, A., Anderson, J.,Maddock, M.,Swaffield, S., Warin, J., Warwick, P., 2002. ''Reflective teaching: Effective and evidence‐informed professional practice'', London: Continuum.
* Llewellyn, D. 2011. ''Differentiated Science Inquiry'', Thousand Oaks CA: Corwin.

= Acknowledgements =

We thank YouthLearn Initiative at Education Development Center (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry inquiry) and Futurelab (http://www.enquiringminds.org.uk/terms_of_use/) for kindly allowing us to use the material from their website.

{{activity summary}}

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'''Review of homework: The project day or field trip '''

{{Activity|Whole group discussion| on project day ideas.|5}} Share briefly any ideas about a ‘project day’ or ‘field trip’:

# What is a suitable topic and for which level of students?
# What is a suitable lesson objective/success criteria?
# Where would be a suitable venue for the event?
# What kind of questions could you pose? Can you phrase some sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they like to know/find out?

'''Review of homework: Use of ICT in Enquiry-Based Learning (EBL)'''

{{Activity|Whole group discussion| on ICT use in EBL.|10}} Discuss how the use of OpenOffice spreadsheet and/or Geogebra can be a useful tool for teachers to make use of EBL. You may like to refer to the resource databases you have created for homework to suggest your insights.

Watch this clip of Abel, a Maths teacher in Zambia, demonstrating the relationship between area and perimeter. Think about how GeoGebra can be useful for this lesson.

{{: video/12 13 Abel 2 4 rectangles 1-desktop.m4v }}

{{ednote|text=
Abel demonstrated how the area is kept constant by using the same piece of paper and rearranging its strips. The number of times a piece can be ‘cut’ and ‘rearranged’ in Geogebra could be infinite! Students could explore in Geogebra how changing the shape of any other figures (e.g. triangles) in different ways (while not changing the area), would affect the perimeter.
}}

Now watch how Abel talked about why he thought the use of Geogebra would be helpful for his lesson. Was his view similar or different to yours? Do you think your students can make use of Geogebra for this kind of enquiry lesson?

{{: video/12 13 Abel 2 4 rectangles 5-desktop.m4v }}

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{{OER4S
|title=Introduction to enquiry-based learning
|session=5.1
}}

''"''''You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it."'''''

'''Seymour Papert, MIT'''

{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* De Bono's PMI (positive/minus/interesting) technique to encourage analytical thinking
* the aims and process of enquiry-based learning
* preparing for enquiry-based learning through a series of lessons and a ‘project day’ or ‘field trip’ for mathematics or science classes

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* apply DeBono's PMI technique to the fictitious scenario of plants being able to walk
* watch videos of different teachers introducing enquiry-based lessons and discuss
* in groups, decide on a suitable topic area for extended project work and plan an outline (to include learning objectives)

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows,EtherPad
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...

|resources=
Resources needed for this session:
* large white piece of paper
* different colours of markers or coloured pens
* computer/laptop/netbook and internet.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

{{ednote|text=
By now the facilitator should appreciate the importance of pacing each session well by making good use of time-management techniques. This unit, like many of the others, will involve participants in many discussion, hands-on and planning activities. You may need to intervene and move things on if participants are spending too much time on an activity (in relation to the time you have available). Or you may decide that they can benefit from continuing an activity longer than anticipated, if you judge that most/all participants are still gaining new knowledge/experience from that activity. Please take note of our recommendations about whether each activity is crucial or optional. This should help you to decide on whether to spend more or less time on it.
}}

= A Taste of Enquiry-Based Learning =

In this unit we will explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry.

[[image: Martha 1.jpg|400px]]

{{activity|wcd|: Positives, Minuses, Interesting.|5}} In this {{activitytag|Positives, Minuses, Interesting (PMI)}} activity there are no correct answers. Doing a PMI activity involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities.

Consider the following imaginary scenario: '''Plants can now walk in our world!'''

(It is important to realise that plants do not need to move because they make their own food by photosynthesis – animals have to move in order to forage for food.)

What would be some positives, minuses or interesting points you can think of, if this scenario was actually true?

{{ednote|text=
Possible responses:
* P (positives): the plant could move to where there is more light or water
* M (minusses): the plant would waste energy by moving
* I (interesting): we have to be sensitive and aware of plants walking on the roads and in our houses - there is a huge potential for creativity here as students explore the outrageous possibility of having plants walking around and the consequences that this may bring

For further examples, navigate to:
http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx
}}

{{activity|wcd| on enquiry-based learning|10}} You may have heard of “enquiry-based learning” (EBL) being practised in other subjects (e.g. geography) or in higher grades through farming or industry projects. For instance, you may have heard of teachers bringing their students outside the classroom to learn about commercial and subsistence farming. The quotes below show two Zambian teacher's thoughts about enquiry-based learning; read the text, then offer your own understanding of EBL as a group.

'''Abel:''' ''To me, Enquiry-based learning is a flexible, student-centred method of teaching and learning. It engages learners with a complex problem or scenario that is open-ended to allow a variety of responses or solutions. Its success depends on the guidelines teachers give about how students can be involved in self-directed enquiry. This way of teaching caters to different abilities of students and encourages them to learn on their own, even beyond schooling. This is what life-long learning should be. It may also help students to develop leadership skills as they manage complex projects with their friends.''

'''Agness:''' ''Enquiry-based learning reminds me of projects focusing on industry or farming, where a teacher can take the learners out of the classroom to experience and analyse the actual farming process, what vegetables are grown within the area or how cotton is processed into a fabric and then designed into a dress. Such a form of learning is stimulating for the students and encourages them to be actively involved in asking questions and seeking out new ideas or evidence.''

= What is Enquiry-Based Learning? =
{{activity|otr| VIdeo and discussion|20}} Watch the following six clips showing three different teachers trying to introduce some form of enquiry in the classroom. Think about these questions as you are watching and discuss them when you have finished watching all of the clips:

# Did the three different teachers introduce the lesson in a way that is similar or different from a usual maths or science lesson in your classroom? How?
# Do you think that such a way of ‘setting up’ the lesson can engage the students productively over time? Why? Do you think your own students will enjoy this kind of lesson?
# What questions did the teachers pose to arouse the curiosity and interest of the students?
# What kinds of classroom organisation or resource are needed to support this way of teaching?
# What new skills do you think your students might need to enable them to work in this way?

Try to focus on these specific questions above rather than on the teaching style of the teacher (e.g. the classroom management/mannerism)!

'''Teacher 1/Clip 1:''' An activity on 3D shapes.

{{: Video/Noxolo_3Dshapes_1.2-10.m4v }}

'''Teacher 2/Clips 2 - 5:''' The Power of 2: What would you choose?

{{: Video/Pindi_exponentials_2.1-1.m4v }}

{{: Video/Pindi_exponentials_2.3-18.m4v }}

{{: Video/Pindi_exponentials_2.4-23.m4v }}

{{: Video/Pindi_exponentials_2.4-21.m4v }}

These four clips show Pindi introducing a problem involving exponentials and then taking the students to the school hall to draw the graph. Why do you think they went to the school hall?

'''Teacher 3/Clip 6: How can we learn mathematics through using used plastic bottles for building a house?'''

{{: Video/The_impact_of_inquiry_based_learning_on_students_and_teacher.mp4 }}

'''Additional video clips of ways to introduce EBL lessons'''

The previous video-watching activity could be run as a group activity rather than a whole class one, with groups watching different videos and reporting back their thoughts on them along with an outline of their contents. These additional clips could then be used to augment the previous clips. The clips may also be useful during private reflection after the session to give additional insights into how to start off an enquiry, with participants bearing in mind the questions.

'''Teacher 4/Clips 7 and 8'''

These clips show a Zambian teacher introducing the topic of air with a view to doing various enquiry-based learning activiites with the students. In the clips she is arousing their curiosity by asking: 'Why do trees shake?'

{{: Video/Agness_Air_A2.m4v }} (with first few seconds cut as per 'Video clips October 2012' document on Googledocs)

{{: Video/Agness_Air_A3.m4v }}

Later on, she does the following demonstration:

{{: Video/Agness_Air_A8.m4v }}

There are a number of different enquiry questions that could be asked using the 'jar over a lit candle' demonstration as a starting point. Have a think about what some of these might be.

{{ednote|text=
Facilitator may like to highlight that there is a spectrum of practices of enquiry-based learning: from one that is very teacher-directed (teacher chooses the questions and organises the activities) to one that is more student-directed (teachers provides only a stimulus picture and students decide what more they would like to find out. If there is time, ask participants to discuss what would be the most appropriate form of enquiry-based learning for their classrooms currently. Most likely it will be the former rather than the latter - which is fine to start with!
}}

{{activity|wcd| - continuation of previous discussion|10}} Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own.

= Benefits of Enquiry-Based Learning =
{{activity|otr| on benefits of EBL|10}} Read the following summary texts on the benefits of EBL and think about whether you are convinced by the claims of the authors? Make notes or annotations on the page if you have a paper copy and want to do so.

{{background|text=
'''Enquiry-based learning helps ''students'' to be:'''
* inquisitive and curious about things that they experience in their everyday lives
* able to pose problems, ask questions, and recognise issues that they would like to explore
* able to develop an understanding that knowledge changes over time as people challenge, shape and contribute to it
* responsible for deciding what they learn and how they learn it
* confident that they too can challenge, shape and contribute to knowledge
* aware that there are always multiple perspectives for looking at, analysing and understanding things
* able to propose solutions to problems and questions, and to know how to pursue these solutions.

'''Enquiry-based teaching supports ''teachers'' to be:'''
* open to students’ ideas about the processes and directions of their learning
* keen to learn about how ideas and knowledge are produced in subjects other than their own
* able to research topics and make connections between ideas
* interested in students’ lives and cultures
* able to challenge students to critique, expand and build upon the knowledge they have from their own experiences and ideas.

(Taken from: http://www.enquiringminds.org.uk/)

'''Impact on learning.''' Enquiry-based teaching and learning have been shown to '''increase motivation and interest '''of learners and teachers, and can '''significantly''' '''increase achievement on standardised tests'''. The increased focus required of the learners to discuss and be involved in practical work means that there will be less emphasis on writing down factual information only. On the whole, students will be involved in more higher order thinking and this increases the level of challenge of learning for all the learners.

(Taken from “Bright Ideas in Primary Science” evaluation in 16 schools: http://www.brookes.ac.uk/schools/education/rescon/azsttp.html
}}

{{activity|wcd| on issues and concerns on EBL|10}} The benefits of enquiry have been outlined but what are the '''issues or concerns''' that might arise? How can these be addressed?

{{ednote|text=
The facilitator should make use of the opportunity to discuss with the participants what are some challenges in making use of EBL. It may be the case that some participants would choose to focus on the negatives - lack of suitable venues, managing students, lack of time, unwilling to plan for lessons that will span across days. It will be helpful to discuss their concerns while at the same time to direct their attentions to the possibilities and strengths of EBL.
}}

= Planning an outdoor activity =

[[file: fieldtrip3.jpeg|300px]] [[file: fieldtrip2.jpeg|300px]] [[file: fieldtrip1.jpeg|200px]]

{{activity|stgw|10}} Each group of 3-4 participants should have access to the following material:
* large white piece of paper
* different colours of markers or coloured pens

Imagine that you are very interested in bringing your students outside the classroom to learn certain maths or science concepts using an authentic ‘real-life’ approach. Up to now, the ideas have just been ‘lingering’ in your mind. You are curious to know of the possibilities and what other participants think about it! Let’s call this learning experience a “field trip” or “project day”.

Nominate a leader in your group who will read out the instructions and facilitate the group work by writing down the ideas on the sheet of white paper.

== Identify Possible Objectives ==

Take a coloured marker/pen and write "Objectives of Field Trip" in the center of the paper. Now circle it, as shown in the illustration below. Brainstorm on '''one or two maths and science topics''' that you would like to focus on and write within the circle. Write down as well '''what are the possible lesson objectives''' of the field trip – to help all of you to focus on generating more ideas later.

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]]

== Identify Possible Sites of Learning ==
Use a different colour marker/pen and draw a bigger circle around the previous circle. Write down “Where to go?” at the top of the circle. Brainstorm and write down within the bigger circle, '''where are the possible sites '''you could bring your students to learn about the maths/science concepts outside the classroom. You may need to consider the practical issues of whether the site is safe for the students and whether it is easy to bring a class of students to that particular venue. (You can choose the school grounds if you want or it may in fact take place just within your classroom!) Also, consider whether the sites will be able to help students learn the objectives of your lessons.

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.2.png]]

== Advancing Ideas of Possible Activities ==

Draw a rectangle around the previous shapes (outside the outer circle) using a different coloured marker/pen. As shown in the illustration, brainstorm and write down within the rectangle, '''what can we do at the various sites? '''Again, consider the safety and convenience issues, and whether the activities can actually serve to help students achieve the learning objectives (or whether the classroom will be actually be much better!)

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.3.png]]

== Mapping and Presentation of Possible Ideas ==

Try to follow the different paths of ideas by connecting the ideas in different logical ways:

On our field trip which I intend to help the students to learn ___________ (topic and objective of field trip?), we could bring the students to ___________ (where to go?) where we can ______________ (do what?).

In your group try to come up with as many different ideas as possible and decide on '''what are the ideas '''that you feel would be most workable/not so workable. State your reasons for saying so. Identify some resources that you will need to prepare for the field trip.

Present your outcomes to the rest of the participants. It will be helpful to be '''as specific as possible '''so for instance, “a lesson on a science topic on plants in the school field outside the classroom for students to explore the plants there” will be much too vague!

{{ednote|text=

The facilitator should highlight to the participants that they themselves have gone through a structured enquiry-based activity in a group setting, to help them find out about the possible ways to organise a field trip for their students.

Compare the activities that were developed. Are those actually enquiry-based activities or do they have the potential to become them? Are the questions sufficiently open-ended and rich? Which of the other features of enquiry that we have identified do they have? If none, why? If so, ask them to consider why they think this is an enquiry-based learning activity?

How possible would it be for their students to make use of EBL? Do they think that such a method of learning will be well-received by the students and their parents? }}

= ICT practice: Making use of ICT in Enquiry-Based Learning =

{{activity|dtgw| with ICT on various topics.|20}}
{{ednote|text=
You may want to limit the time spent on these tasks spent within the workshop. You could interrupt, say after 20 minutes, to discuss the homework. However, if there is time after the workshops, participants could always return to these activities. It is essential to allow time to introduce the homework before the session ends.
}}

To use ICT in an investigative way requires that both teachers and learners are sufficiently familiar with the technology and software, or the teacher spends the whole time troubleshooting problems of using the technology and software instead of addressing the more important enquiry skills and learning objectives. Developing this familiarity through progressively more complex use of ICT needs careful thought. For a starter, addressing the whole class to demonstrate features/procedures of using ICT can be most efficient rather than speaking to groups in turn.

In this session, we suggest that you familiarise yourself with the use of the spreadsheet function in OpenOffice and/or with GeoGebra. It is likely that you may need to complete the activity as homework.

{{activity|Individual Task}} '''Activity 1: Open Office'''.

{{oinc|OER4Schools/Spreadsheet exercises}}

{{activity|Individual Task}} '''Activity 2: GeoGebra'''.

{{oinc|OER4Schools/Geogebra exercises}}

(In the Zambian context, these may be suitable for Grade 5 upwards.)

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

'''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Your reflections can be oral using the dictaphone, you don't need to write them out, but please remember to include challenges you faced as well as benefits of new approaches you trialled.

As we are nearing the end of the year’s programme, we would also like to return to the ''''most significant change'''' technique and ask you to use your portfolio to create a story illustrating the biggest change you feel you have made in your thinking and practice over the year.

'''Part 1:''' Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions).

# What is a suitable topic for the grade(s) of your students?
# What are suitable lesson objectives/success criteria?
# Where would be a suitable venue for the event?
# What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see Session 2.1 and table below).

'''Guiding questions to help you plan an enquiry task'''

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Open-ended’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Deep’ Questions'''
|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers.

''Examples: ''

''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas.

''Examples:''

''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

|}

These questions will according to Dr Benjamin Bloom be ‘higher-level’ thinking questions. The levels (“taxonomy”) of questions that Bloom has developed form a framework used by many teachers across the world to develop questions that help students progress from concrete to abstract thinking. You may remember it was introduced in the VVOB handout “Questioning the questions” as part of the homework for Session 4.1. The taxonomy classifies learning into six progressive levels of complexity and abstraction:

# Knowledge – students should: describe; identify; recall.
# Comprehension – students should: translate; review; report; restate.
# Application – students should: interpret; predict; show how; solve; try in a new context.
# Analysis – students should: explain; infer; analyse; question; test; criticise.
# Evaluation – students should: assess; compare and contrast; appraise; argue; select.
# Creation – students should: design; create; arrange; organise; construct.

On this scale, knowledge is the lowest-order thinking skill and creation is the highest. Enquiry-based learning aims to help students learn to analyse, evaluate and create. As your planning progresses, consider how you think your enquiry project might be extended to do this?

# Can you make use of the OpenOffice spreadsheet to create a database on the possible resources that you require for such an event?
# Consider also what are some administrative requirements you need to attend to to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?)

'''Part 2:''' Complete the ICT tutorials. Consider and be ready to share in the next session how the OpenOffice spreadsheet and/or GeoGebra can be a useful tool for enquiry-based lessons?

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= Acknowledgements =

We thank YouthLearn Initiative at Education Development Center (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry inquiry) and Futurelab (http://www.enquiringminds.org.uk/terms_of_use/) for kindly allowing us to use the material from their website. We also thank Professor Katja Maaß for permission to use the Primas video on the impact of inquiry-based learning on students and teachers.

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