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OER4Schools/Presenting findings of enquiries: Difference between revisions
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{{OER4S | {{OER4S | ||
|title=Presenting findings of enquiries | |title=Presenting findings of enquiries | ||
|session=5. | |session=5.5 | ||
}} | }} | ||
{{OER4SchoolsWSInfo | {{OER4SchoolsWSInfo | ||
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* reflect on what you have learned about EBL using an inventory based on the material covered in this unit | * reflect on what you have learned about EBL using an inventory based on the material covered in this unit | ||
|ict= | |ict=In this session you will continue to apply the ICT skills | ||
you have learnt so far for EBL, and to think about how they help you | |||
implement EBL in the classroom. | |||
}} | }} | ||
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{{review of follow up}} | {{review of follow up}} | ||
=Presenting | =Presenting findings: Watching some examples = | ||
{{activity|wcd| on presenting findings|30 }} You will be watching a few video clips on students presenting their work after some research and preparation of an enquiry topic. Consider the questions that follow whilst watching the video clip and discuss them as a whole group afterwards. | {{activity|wcd| on presenting findings|30 }} You will be watching a few video clips on students presenting their work after some research and preparation of an enquiry topic. Consider the questions that follow whilst watching the video clip and discuss them as a whole group afterwards. | ||
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We should hope that your students would be equally excited to present their learning journey and the affirmation they receive from you and their classmates should energise them further in making more enquiries on their own. }} | We should hope that your students would be equally excited to present their learning journey and the affirmation they receive from you and their classmates should energise them further in making more enquiries on their own. }} | ||
{{Related resources|text= | |||
The '''Zedupad''' resource ''Discrimination: women and girls'' (see link below) could be used with your students to explore some of the issues particular to women and girls around the basic right to an education. It tells the story of Mary who is being denied an education. | |||
Slide 14 asks the following questions: | |||
* Why doesn't Mary go to school? | |||
* Why does her father send her brothers to school? | |||
* Is this fair? | |||
* What human rights is she being denied? | |||
[[Image: discrimination.jpeg|200px]] | |||
http://www.zedupad.com/zambian_school_lessons.php | |||
}} | |||
'''Video C: American secondary students presenting their findings on cyber-bullying to a panel of professionals in a Project Citizen State Showcase (10 mins)''' | '''Video C: American secondary students presenting their findings on cyber-bullying to a panel of professionals in a Project Citizen State Showcase (10 mins)''' | ||
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Presentations can take place through posters, dance, role play, cartoons, photograph sequences, charts and graphs, mind maps etc. Encourage the participants to think laterally about different options. Some may even involve audience participation?!}} | Presentations can take place through posters, dance, role play, cartoons, photograph sequences, charts and graphs, mind maps etc. Encourage the participants to think laterally about different options. Some may even involve audience participation?!}} | ||
{{: Video/Pindi_Graphs3-17.mp4 }} | |||
=Presenting findings - Criteria of assessment = | |||
=Presenting | |||
{{activity|wcd| on criteria of assessment|20 }}''' '''You have watched and discussed the different considerations of what a good presentation may entail. List all the criteria that you think your students should be informed about, when they prepare and eventually present their enquiry findings. | {{activity|wcd| on criteria of assessment|20 }}''' '''You have watched and discussed the different considerations of what a good presentation may entail. List all the criteria that you think your students should be informed about, when they prepare and eventually present their enquiry findings. | ||
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*iv. How can the assessment rubric be used for the other stages of EBL activity? | *iv. How can the assessment rubric be used for the other stages of EBL activity? | ||
=Presenting findings – group presentation = | |||
=Presenting | |||
{{activity|wcd|: group presentation|30 }} Have a go now at presenting your enquiry findings (for activities A-E) that you have worked on together in your small groups for the past weeks. Ensure that you present HOW you arrived at your conclusions. Decide on the maximum time that you would allow each group to present (we suggest 5-8 mins) and allocate a time-keeper. At the end of each presentation, allow the audience to ask questions for clarification (we suggest 3-5 mins). | {{activity|wcd|: group presentation|30 }} Have a go now at presenting your enquiry findings (for activities A-E) that you have worked on together in your small groups for the past weeks. Ensure that you present HOW you arrived at your conclusions. Decide on the maximum time that you would allow each group to present (we suggest 5-8 mins) and allocate a time-keeper. At the end of each presentation, allow the audience to ask questions for clarification (we suggest 3-5 mins). | ||
The audience should make use of the assessment rubric above (or any revised version of the criteria and descriptors) to provide constructive feedback on the strength of the presentation and what areas could be improved on (as we will expect learners to do in the classroom). | The audience should make use of the assessment rubric above (or any revised version of the criteria and descriptors) to provide constructive feedback on the strength of the presentation and what areas could be improved on (as we will expect learners to do in the classroom). | ||
= ICT practice: Making use of ICT in enquiry-based learning = | |||
{{:OER4Schools/ICT/include}} | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
