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OER4Schools/Collecting and interpreting information: Difference between revisions

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OER4Schools/Collecting and interpreting information (view source)

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= Further Tasters of EBL: Investigating characteristics of polygons =  
= Further Tasters of EBL: Investigating characteristics of polygons =  


{{activity|Small group activity|20 }}  Working in your small group of three to four participants, complete the following activity using GeoGebra.  In this activity, we will like you to experiment with drawing different polygons that you may not have seen before (i.e. be creative!). Draw 10 different shaped polygons using GeoGebra. As you draw, think about what is the same and what is different between those polygons, and how you could classify them into different groups.  
{{activity|stgw| on investigating characteristics of polygons|20 }}  Working in your small group of three to four participants, complete the following activity using GeoGebra.  In this activity, we will like you to experiment with drawing different polygons that you may not have seen before (i.e. be creative!). Draw 10 different shaped polygons using GeoGebra. As you draw, think about what is the same and what is different between those polygons, and how you could classify them into different groups.  


You may like to refer to this YouTube clip if you are not certain about how to make use of GeoGebra:
You may like to refer to this YouTube clip if you are not certain about how to make use of GeoGebra:
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= Simple Data Collection Exercise =
= Simple Data Collection Exercise =


{{activity|Small group activity|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:
{{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
* Name
* Favourite time of day
* Favourite time of day
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= Data Collection =
= Data Collection =


{{activity| Whole group discussion|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 or conducting 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.  
{{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 or conducting 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 this video clip on Nixolo helping students to collect data in her EBL lesson, bearing in mind the questions below:
Now watch this video clip on Nixolo helping students to collect data in her EBL lesson, bearing in mind the questions below:
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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?
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?


{{activity| Small group activity|10 }}  Discuss in your groups the following 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?  
# 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 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?  
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