Bridges/teaching approach: Difference between revisions
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JanetBlair (talk | contribs) (Created page with "This activity supports a number of learning types: *small {{tag|group work}} - investigation conducted by small groups reporting back to the class. *{{tag|whole cla...") |
m (Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates) |
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This activity supports a number of learning types: | This activity supports a number of learning types: | ||
*small {{ | *small {{teachtag|group work}} - investigation conducted by small groups reporting back to the class. | ||
*{{ | *{{teachtag|whole class}} {{teachtag|dialogue}} - discussion of each situation open-ended {{teachtag|questions}} – why did this happen? what do you think causes this movement? | ||
*peer {{ | *peer {{teachtag|assessment}} – do peers agree? | ||
*project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy | *project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy | ||
*{{ | *{{teachtag|inquiry}}-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively | ||
*arguing and {{ | *arguing and {{teachtag|reasoning}} – persuading each other about their explanations. | ||
*exploring ideas – developing understanding of key scientific principles.<br/> | *exploring ideas – developing understanding of key scientific principles.<br/> | ||
Revision as of 08:28, 28 September 2012
This activity supports a number of learning types:
- small group work(ta) - investigation conducted by small groups reporting back to the class.
- whole class(ta) dialogue(ta) - discussion of each situation open-ended questions(ta) – why did this happen? what do you think causes this movement?
- peer assessment(ta) – do peers agree?
- project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy
- inquiry(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively
- arguing and reasoning(ta) – persuading each other about their explanations.
- exploring ideas – developing understanding of key scientific principles.
