OER4Schools/Presenting findings of enquiries - Revision history

JanetBlair: finalised Zedupad resource addition

2014-09-29T09:13:46Z

finalised Zedupad resource addition

← Older revision		Revision as of 09:13, 29 September 2014
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	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. }}		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. }}

			{{Related resources\|text=

	The '''Zedupad''' resource ''Discrimination: women and girls'' (see link below) could be used with your students to explore some of the issues particular to women and girls around the basic right to an education. It tells the story of Mary who is being denied an education.		The '''Zedupad''' resource ''Discrimination: women and girls'' (see link below) could be used with your students to explore some of the issues particular to women and girls around the basic right to an education. It tells the story of Mary who is being denied an education.

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	* What human rights is she being denied?		* What human rights is she being denied?

	~~{{Related resources\|text=~~		[[Image: discrimination.jpeg\|200px]]

	[[Image: ~~discrim1~~.jpeg\|200px]]

	http://www.zedupad.com/zambian_school_lessons.php		http://www.zedupad.com/zambian_school_lessons.php

JanetBlair: trying another image source (to compare quality)

2014-09-29T09:08:50Z

trying another image source (to compare quality)

← Older revision		Revision as of 09:08, 29 September 2014
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	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. }}		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. }}

	~~{{Related resources\|text=~~

	The '''Zedupad''' resource ''Discrimination: women and girls'' (see link below) could be used with your students to explore some of the issues particular to women and girls around the basic right to an education. It tells the story of Mary who is being denied an education.		The '''Zedupad''' resource ''Discrimination: women and girls'' (see link below) could be used with your students to explore some of the issues particular to women and girls around the basic right to an education. It tells the story of Mary who is being denied an education.
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	* What human rights is she being denied?		* What human rights is she being denied?

	[[Image: ~~discrimination~~.jpeg]]		{{Related resources\|text=

			[[Image: discrim1.jpeg\|200px]]

	http://www.zedupad.com/zambian_school_lessons.php		http://www.zedupad.com/zambian_school_lessons.php


	}}		}}

JanetBlair: adding Zedupad resource link

2014-09-29T09:00:38Z

adding Zedupad resource link

← Older revision		Revision as of 09:00, 29 September 2014
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	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. }}		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. }}

			{{Related resources\|text=

			The '''Zedupad''' resource ''Discrimination: women and girls'' (see link below) could be used with your students to explore some of the issues particular to women and girls around the basic right to an education. It tells the story of Mary who is being denied an education.

			Slide 14 asks the following questions:

			* Why doesn't Mary go to school?
			* Why does her father send her brothers to school?
			* Is this fair?
			* What human rights is she being denied?

			[[Image: discrimination.jpeg]]

			http://www.zedupad.com/zambian_school_lessons.php
			}}

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

Bjoern at 11:06, 10 February 2014

2014-02-10T11:06:41Z

← Older revision		Revision as of 11:06, 10 February 2014
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	{{review of follow up}}		{{review of follow up}}

	~~= Check this =~~
	~~{{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.~~

	~~'''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:''' (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?).
	* 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).

	=Presenting findings: Watching some examples =		=Presenting findings: Watching some examples =

Bjoern: /* {{name for review of follow up}} */

2014-02-10T11:04:36Z

← Older revision		Revision as of 11:04, 10 February 2014
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	{{review of follow up}}		{{review of follow up}}

			= Check this =
			{{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.

			'''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:''' (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?).
			* 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).

	=Presenting findings: Watching some examples =		=Presenting findings: Watching some examples =

JanetBlair: changed to 5.5

2014-02-10T02:03:57Z

changed to 5.5

← Older revision		Revision as of 02:03, 10 February 2014
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	{{OER4S		{{OER4S
	\|title=Presenting findings of enquiries		\|title=Presenting findings of enquiries
	\|session=5.4		\|session=5.5
	}}		}}
	{{OER4SchoolsWSInfo		{{OER4SchoolsWSInfo

Bjoern: ICT practice

2013-09-10T15:30:47Z

ICT practice

← Older revision		Revision as of 15:30, 10 September 2013
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	* reflect on what you have learned about EBL using an inventory based on the material covered in this unit		* reflect on what you have learned about EBL using an inventory based on the material covered in this unit

	\|ict=~~{{ OER4SchoolsWSInfo/~~ICT ~~intro}}~~		\|ict=In this session you will continue to apply the ICT skills
	* Making use of ICT in EBL		you have learnt so far for EBL, and to think about how they help you
	* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows,		implement EBL in the classroom.
	~~EtherPad~~
	~~{{ OER4SchoolsWSInfo/ICT intro students}}~~
	* you will ...
	}}		}}

Bjoern: /* ICT practice: Making use of ICT in Enquiry-Based Learning */

2013-09-09T14:49:59Z

ICT practice: Making use of ICT in Enquiry-Based Learning

← Older revision		Revision as of 14:49, 9 September 2013
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	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).		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).

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

Bjoern: /* {{Name for connecting with overarching goals}} */

2013-09-09T14:45:35Z

← Older revision		Revision as of 14:45, 9 September 2013
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	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).		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).

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

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

Bjoern: Videos in unit 5

2013-09-08T14:23:00Z

Videos in unit 5

← Older revision		Revision as of 14:23, 8 September 2013
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	{{ednote\|text=		{{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?!}}		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_Graphs3-17.mp4 }}		{{: Video/Pindi_Graphs3-17.mp4 }}