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{{OER4S}}
{{OER4S
|title=Presenting findings of enquiries
|session=5.5
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* what to look out for in presenting data and findings for an EBL lesson
* how to present the results of an EBL activity
* how EBL activities can be carried out more seamlessly in ‘everyday’ lessons
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* watch three examples of student presentations and discuss stimulus questions as a whole group
* present in groups the results of an enquiry using presentation rubric as guidance
* reflect on what you have learned about EBL using an inventory based on the material covered in this unit


= Review of homework =
|ict=In this session you will continue to apply the ICT skills
{{activity|Small group activity}} '''(30 mins) '''Get into your small group of last week’s ‘making use of enquiry ideas A-D’ activity to discuss your homework tasks.
you have learnt so far for EBL, and to think about how they help you
 
implement EBL in the classroom.
'''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:''' (5 mins) You were asked to tidy up and make sense of the data for the group enquiry activities (A-D) for presentation this week. Spend some time discussing who will be presenting and to finalise what resources (e.g. charts, models, maps) your group will need for the presentation.
 
'''Part C and D: '''(20 mins)''' '''Some of your colleagues may have carried out the beginning stage of a ‘field’ or ‘project’ day in their class. Invite these 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).  
 
= Objectives for this session =
 
The objectives are to
* learn about what to look out for in presenting data and findings for an EBL lesson
* carry out an actual presentation of an EBL activity
* reflect on how EBL activities can be carried out more seamlessly in ‘everyday’ lessons
 
= Making use of ICT in EBL =
 
{{activity|Small group activity}} (20 mins) Navigate to the ‘Balancing Act’ simulation by following the link below. Play with the simulation for a few minutes and think about how you might use it in an EBL lesson. Can you come up with one or two enquiry questions that could be investigated using the simulation? Discuss with your colleagues how students would record their answers to these questions.
 
* http://phet.colorado.edu/en/simulation/balancing-act
 
If time permits, think about reviewing the two gold star rated resources (Teaching Ideas) that accompany the simulation to see if/how they could be good exemplars for your EBL lesson.
 
* http://phet.colorado.edu/files/activities/3585/Balancing%20Act%20Homework%20Activity%201%20and%202.pdf
* http://phet.colorado.edu/files/activities/3485/Balancing%20Act_Sample_Lesson.pdf
 
These are some possible extension activities you can do choose to do in your own time:


1. Study other simulations that have been developed, on the web page:


* http://phet.colorado.edu/en/simulations/category/new
= {{name for review of follow up}} =


2. Come up with some headings under which to review the simulations and resources that this website pages could offer for an EBL lesson. For instance, you could assess the simulations and resources in terms of:
{{review of follow up}}
*i. level of enquiry they promote
*ii. ways of extending/differentiating the level of enquiry
*iii. how user friendly is it for yourself and students
*iv. how engaging will it be for the students
*v. relevance to your teaching subjects or curriculum in general


=Presenting Findings: Watching Some Examples =
=Presenting findings: Watching some examples =


{{activity| Whole group activity}} (30 mins) 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 after each of the video clips and discuss as a whole group.  
{{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.  


'''Video A: Grade 7 Zambian students in Abel’s class presenting outcomes of their GeoGebra enquiry on the relationship between area and perimeter '''(spend 10 mins)
'''Video A: Grade 7 Zambian students in Abel’s class presenting outcomes of their GeoGebra enquiry on the relationship between area and perimeter '''(spend 10 mins)
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# How can you help your students to be more fluent and confident in their presentations?
# How can you help your students to be more fluent and confident in their presentations?


{{video
{{: Video/Project_Citizen_Student_Presentations.mp4 }}
|src=5kbOBo15HkI
|duration=3:00
}}


{{ednote|text= Do not be overly concerned if your students have gaps in their basic skills like reading or spelling in their first few presentations. You can point it out if you feel it’s necessary but the most important aspect of the enquiry approach is to help the students to become motivated to find out answers about what they are curious about the world around them. Notice that the students who present in this video clip have demonstrated poise, confidence and a lot of passion!
{{ednote|text= Do not be overly concerned if your students have gaps in their basic skills like reading or spelling in their first few presentations. You can point it out if you feel it’s necessary but the most important aspect of the enquiry approach is to help the students to become motivated to find out answers about what they are curious about the world around them. Notice that the students who present in this video clip have demonstrated poise, confidence and a lot of passion!


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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# What do you notice about the resources that the students have prepared for the presentations? Is it effective? Why?
# What do you notice about the resources that the students have prepared for the presentations? Is it effective? Why?


{{video
{{: Video/Panel_1_The_Problem_Project_Citizen_State_Showcase_KIDS.mp4 }}
|src=RnNcgSISR6c
|duration=2:40
}}


{{ednote|text=
{{ednote|text=
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=Modes of presentation=
=Modes of presentation=
{{activity| Whole group activity}} (10 mins) In all of the video clips you have seen, students present through speaking to the class and using visual props / displays of their work. What other means of presentation can they use, for more variety and to capture different kinds of outcomes? Which of these are feasible in your context?  
{{activity|wcd| on modes of presentation|10 }} In all of the video clips you have seen, students present through speaking to the class and using visual props / displays of their work. What other means of presentation can they use, for more variety and to capture different kinds of outcomes? Which of these are feasible in your context?  


{{ednote|text=  
{{ednote|text=  
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?!}}


=Presenting Findings - Criteria of Assessment =
{{: Video/Pindi_Graphs3-17.mp4 }}
{{activity| Whole group activity}}''' (20 mins) '''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.  
 
=Presenting findings - Criteria of assessment =
{{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.  


{{ednote|text= The facilitator should write down all the suggestions on the blackboard or a sheet of paper}}
{{ednote|text= The facilitator should write down all the suggestions on the blackboard or a sheet of paper}}
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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 =
{{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).
= ICT practice: Making use of ICT in enquiry-based learning =
{{:OER4Schools/ICT/include}}


=Presenting Findings – Group Presentation =
= {{Name for connecting with overarching goals}} =


{{activity| Whole Group activity}} (30 mins) Have a go now at presenting your enquiry findings (for activities A-D) 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 for connecting with overarching goals}}


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).
= Follow-up activities = 
{{activity|Agreeing follow up activities|5}}


= Homework = 
== Part A ==
== Part A ==


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Watch the following clip to review what EBL is about:
Watch the following clip to review what EBL is about:


{{video
{{: Video/Inquiry-Based_Learning_for_curriculum_and_instruction_class.mp4 }}
|src=sLQPXd8BiIA
}}


You might still have some concerns about whether EBL will really work in your classroom. What are your concerns and what are some take-away messages for yourself? How will you proceed to use/adapt EBL more seamlessly in your future lessons?  
You might still have some concerns about whether EBL will really work in your classroom. What are your concerns and what are some take-away messages for yourself? How will you proceed to use/adapt EBL more seamlessly in your future lessons?  
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|}
|}
{{setting of follow up}}
{{activity summary}}
{{OER4S_NextSession}}
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