OER4Schools/Introduction to enquiry based learning: Difference between revisions

'''Seymour Papert, MIT'''

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* large white piece of paper

* different colours of markers or coloured pens

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These clips show a Zambian teacher introducing the topic of air with a view to doing various enquiry-based learning activities with the students.  In the clips she is arousing their curiosity by asking, 'Why do trees shake?'

{{: Video/Agness_Air_A02.m4v }}

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= Benefits of Enquiry-Based Learning =

'''Impact on learning.''' Enquiry-based teaching and learning have been shown to '''increase motivation and interest '''of learners and teachers, and can '''significantly''' '''increase achievement on standardised tests'''. The increased focus required of the learners to discuss and be involved in practical work means that there will be less emphasis on writing down factual information only. On the whole, students will be involved in more higher order thinking and this increases the level of challenge of learning for all the learners.

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{{activity|stgw|10}} Each group of 3-4 participants should have access to the following material:

* large white piece of paper

Imagine that you are very interested in bringing your students outside the classroom to learn certain maths or science concepts using an authentic ‘real-life’ approach. Up to now, the ideas have just been ‘lingering’ in your mind. You are curious to know of the possibilities and what other participants think about it! Let’s call this learning experience a “field trip” or “project day”.

== Identify Possible Objectives ==

[[Image:Unit5.1IntroductiontoEnquiryBasedLearning.1.png]]

{{fup|1}} '''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Your reflections can be oral using the dictaphone, you don't need to write them out, but please remember to include challenges you faced as well as benefits of new approaches you trialled.  

{{fup|2}} Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions).

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''Examples: ''

''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''

''Examples:''