OER4Schools/Collecting and interpreting information/review of follow up: Difference between revisions
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{{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? | |||
*How did your students respond to the open nature of this task? | |||
*Did you feel confident with teaching using GeoGebra? Why or why not? | *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 | *What other observations can you make that will help you evaluate the use of GeoGebra? | ||
'''Part | '''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?). | * 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’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?). | ||
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* Students’ engagement and competence in interpreting the information or data themselves. | * Students’ engagement and competence in interpreting the information or data themselves. | ||
* Teacher’s role as a guide and co-learner with the students. | * Teacher’s role as a guide and co-learner with the students. | ||
* Availability and accessibility of resources (e.g. | * Availability and accessibility of resources (e.g. Internet). | ||
Latest revision as of 12:01, 10 February 2014
Small group activity (20 min). 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).
