What makes a good paper airplane?/teaching approach: Difference between revisions

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This activity supports a number of learning types:
This activity supports these learning types:
 
*small {{teachtag|group work}} - groups conduct an investigation and report back to the class.          
*Small {{tag|group work}} - Investigation conducted by small groups reporting back to the class           
*{{teachtag|whole class}} {{teachtag|dialogue}} - they discuss open-ended {{teachtag|questioning|questions}}: why did this happen? what do you think causes this movement?  
*{{tag|Whole class}} {{tag|dialogue}}   - Discussion of each situation Open-ended {{tag|questions}} – Why did this happen? What do you think causes this movement?  
*peer {{teachtag|assessment}} – do peers agree?
*Peer {{tag|assessment}} – do peers agree?
*project work – the activity connects with others in this OER on forces, with literacy and numeracy and with topic work in design and technology.
*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 – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry)
*{{tag|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 {{teachtag|reasoning}} – children persuade each other about their explanations.
*Arguing and {{tag|reasoning}} – persuading each other about their explanations  
*exploring ideas – the activity develops understanding of key scientific principles.<br/>
*Exploring ideas – developing understanding of key scientific principles<br/>

Latest revision as of 12:33, 28 September 2012

This activity supports these learning types:

  • small group work(ta) - groups conduct an investigation and report back to the class.
  • whole class(ta) dialogue(ta) - they discuss open-ended questions(ta): why did this happen? what do you think causes this movement?
  • peer assessment(ta) – do peers agree?
  • project work – the activity connects with others in this OER on forces, with literacy and numeracy and with topic work in design and technology.
  • inquiry(ta)-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry)
  • arguing and reasoning(ta) – children persuade each other about their explanations.
  • exploring ideas – the activity develops understanding of key scientific principles.
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