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OER4Schools/Collecting and interpreting information: Difference between revisions
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OER4Schools/Collecting and interpreting information (view source)
Revision as of 11:54, 10 February 2014
, 11 years ago→Follow-up activities
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'''Part A:''' Try out in your classroom the same mini-GeoGebra enquiry as in the first taster EBL activity above, with learners working in mixed groups of 3-4 around a computer. Consider the following question: how did your students respond to the open nature of this task? What other observations can you make that will help you evaluate the use of | '''Part A:''' Try out in your classroom the same mini-GeoGebra enquiry as in the first taster EBL activity above, with learners working in mixed groups of 3-4 around a computer. Consider the following question: how did your students respond to the open nature of this task? What other observations can you make that will help you evaluate the use of GeoGebra to explore this topic. Note down the responses and observations. In the next session you will share this with the others. | ||
'''Part B.:''' Continue to work on planning for a ‘project day’ or ‘field trip’ and share any development of ideas in the next session. It may be that you have introduced some form of EBL whether in the form of a mini EBL (as in Part A of this homework) or the ‘project or field day’. Be ready to share the positive, minus and interesting (PMI) points that you have noted so far when introducing EBL in your classrooms. The following additional set of questions can be considered for thinking and sharing of PMI, if you have already started to make use of EBL in your lessons: | '''Part B.:''' Continue to work on planning for a ‘project day’ or ‘field trip’ and share any development of ideas in the next session. It may be that you have introduced some form of EBL whether in the form of a mini EBL (as in Part A of this homework) or the ‘project or field day’. Be ready to share the positive, minus and interesting (PMI) points that you have noted so far when introducing EBL in your classrooms. The following additional set of questions can be considered for thinking and sharing of PMI, if you have already started to make use of EBL in your lessons: | ||
* How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or in the case of a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? ) | * How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or in the case of a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? ) | ||
* Are the tasks open-ended enough so that students could also take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance) | * Are the tasks open-ended enough so that students could also take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance) | ||
* Can students conduct experiment, search for information or resources themselves? | * Can students conduct an experiment, search for information or resources themselves? | ||
* Can students interpret the information or data themselves? | * Can students interpret the information or data themselves? | ||
* Can you persuade students to ask more questions without feeling shy or stupid? | * Can you persuade students to ask more questions without feeling shy or stupid? | ||
