OER4Schools/Collecting and interpreting information/review of follow up - Revision history

Hsn29 at 12:01, 10 February 2014

2014-02-10T12:01:03Z

← Older revision		Revision as of 12:01, 10 February 2014
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	*How did your students respond to the open nature of this task?		*How did your students respond to the open nature of this task?
	*Did you feel confident with teaching using GeoGebra? Why or why not?		*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~~?		*What other observations can you make that will help you evaluate the use of GeoGebra?

	'''Part B:''' (15 mins) Invite 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:		'''Part B:''' (15 mins) Invite 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:

Hsn29 at 11:58, 10 February 2014

2014-02-10T11:58:15Z

← Older revision		Revision as of 11:58, 10 February 2014
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	* Students’ engagement and competence in interpreting the information or data themselves.		* Students’ engagement and competence in interpreting the information or data themselves.
	* Teacher’s role as a guide and co-learner with the students.		* Teacher’s role as a guide and co-learner with the students.
	* Availability and accessibility of resources (e.g. ~~internet~~).		* Availability and accessibility of resources (e.g. Internet).

Bjoern at 11:11, 10 February 2014

2014-02-10T11:11:58Z

← Older revision		Revision as of 11:11, 10 February 2014
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			{{activity\|Small group activity\|20}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks.

	~~{{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:

	~~'''Part A:''' (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.~~		*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:''' (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:		'''Part B:''' (15 mins) Invite 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?).		* 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’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).

JanetBlair: edited review of follow up activities

2014-02-10T01:59:32Z

edited review of follow up activities

← Older revision		Revision as of 01:59, 10 February 2014
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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.		{{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:~~		'''Part A:''' (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.
	*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 B:''' (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:

	~~'''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?).		* 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’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).

Lucian: Lucian moved page OER4Schools/5.3 Collecting and interpreting information/review of follow up to OER4Schools/Collecting and interpreting information/review of follow up

2013-09-05T14:13:35Z

Lucian moved page OER4Schools/5.3 Collecting and interpreting information/review of follow up to OER4Schools/Collecting and interpreting information/review of follow up

← Older revision

Revision as of 14:13, 5 September 2013

Sara hennessy at 15:34, 28 August 2013

2013-08-28T15:34:38Z

← Older revision		Revision as of 15:34, 28 August 2013
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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.		{{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:		'''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:

JanetBlair: changed to A-E

2013-07-10T09:05:09Z

changed to A-E

← Older revision		Revision as of 09:05, 10 July 2013
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	*What other observations can you make that will help you evaluate the use of Geogebra?		*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-D) 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 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:		'''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:

JanetBlair: changes A-D to A-E and fixed time

2013-06-26T16:26:50Z

changes A-D to A-E and fixed time

← Older revision		Revision as of 16:26, 26 June 2013
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	{{activity\|Small group activity}} ~~'''(30 mins) '''~~Get into your small group of last week’s ‘making use of enquiry ideas A-D’ activity to discuss your homework tasks.		{{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:		'''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:

SimonKnight: Created page with " {{activity|Small group activity}} '''(30 mins) '''Get into your small group of last week’s ‘making use of enquiry ideas A-D’ activity to discuss your homework tasks. '..."

2012-12-01T20:03:25Z

Created page with " {{activity|Small group activity}} '''(30 mins) '''Get into your small group of last week’s ‘making use of enquiry ideas A-D’ activity to discuss your homework tasks. '..."

New page

{{activity|Small group activity}} '''(30 mins) '''Get into your small group of last week’s ‘making use of enquiry ideas A-D’ 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-D) 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).