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OER4Schools/Collecting and interpreting information: Difference between revisions
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{{OER4S | {{OER4S | ||
|title= | |title=Collecting and interpreting information: Part one | ||
|session=5.3 | |session=5.3 | ||
}} | }} | ||
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|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
* | * GeoGebra, perimeter and area. | ||
Also, as in the previous 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. | |||
Resources needed for this session: | |resources=Resources needed for this session: | ||
* Papers of different sizes (at least two pieces of paper for each teacher), | * Papers of different sizes (at least two pieces of paper for each teacher), | ||
* Different coloured pens (at least one for each teacher), | * Different coloured pens (at least one for each teacher), | ||
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= Further | = Further tasters of EBL: Investigating perimeter = | ||
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* Recognise that figures with the same areas could have different perimeters. | * Recognise that figures with the same areas could have different perimeters. | ||
* Recognise the strategy of | * Recognise the strategy of minimising the perimeters of figures with the same areas. | ||
<br /> | <br /> | ||
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'''Investigating volume and surface area of paper boxes ''' | '''Investigating volume and surface area of paper boxes ''' | ||
Each group of participants should have access to papers of different sizes. Each participant should fold a paper box using each of the papers. Use an appropriate method to measure the area of paper and volume of the paper box. Would the size of the paper affect the volume of the paper box? Or would it be dependent on how | Each group of participants should have access to papers of different sizes. Each participant should fold a paper box using each of the papers. Use an appropriate method to measure the area of paper and volume of the paper box. Would the size of the paper affect the volume of the paper box? Or would it be dependent on how you fold the paper? What is your initial ‘best guess’ or hypothesis? How will you go about finding out whether your guess or hypothesis is correct? Share your findings with the other participants and whether such an activity can be used in the class as a quick taster of what EBL is about. | ||
}} | }} | ||
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* Favourite song | * Favourite song | ||
You can post the profiles in the classroom or create a display section in a suitable venue in your school along with your picture (or your students’ pictures). For another variation, you can use a spreadsheet, to consolidate a particular aspect of the profile of the class (e.g. favourite time of day, favourite food). These can be shown on a regular basis as ‘data’ from your class. (e.g. My classmates all like to eat ’''nsima’'') | You can post the profiles in the classroom or create a display section in a suitable venue in your school along with your picture (or your students’ pictures). For another variation, you can use a spreadsheet, to consolidate a particular aspect of the profile of the class (e.g. favourite time of day, favourite food). These can be shown on a regular basis as ‘data’ from your class. (e.g. My classmates all like to eat ’''nsima’''){|}{Kenya My classmates like ''ugali''} | ||
Now try to come up with some interpretation of the data from all the profiles in your group.This is a great way to get to know each other and also the group as a whole. | Now try to come up with some interpretation of the data from all the profiles in your group.This is a great way to get to know each other and also the group as a whole. | ||
= | = Collecting and recording data = | ||
{{activity|wcd| on data collection.|10 }} Data collection is an essential part of many EBL activities. It is important that data is carefully and accurately collected. Otherwise, the interpretations and conclusions you draw from your enquiry can be very misleading. For instance, you would not want your profile in the previous activity to contain any mistakes about yourself. Some common methods of data collection include: | {{activity|wcd| on data collection.|10 }} Data collection is an essential part of many EBL activities. It is important that data is carefully and accurately collected. Otherwise, the interpretations and conclusions you draw from your enquiry can be very misleading. For instance, you would not want your profile in the previous activity to contain any mistakes about yourself. Some common methods of data collection include: | ||
* | * Reading reference material in a library or on the Internet | ||
* | * Conducting an interview | ||
* | * Using questionnaires | ||
* | * Doing an experiment. | ||
Discuss with each other whether you are familiar with each of these data collection activities. | Discuss with each other whether you are familiar with each of these data collection activities. | ||
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}} | }} | ||
= | = Information gathering and data collection= | ||
Recall the five enquiry ideas (A-E) that were discussed in the last session. | Recall the five enquiry ideas (A-E) that were discussed in the last session. | ||
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''What are some of the vegetables and trees that are grown in our community and why are they being grown here?'' (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) Some possible areas of investigation: location of vegetable/trees (e.g. type of soil and availability of water source like stream), medicinal properties (e.g. is it used as a traditional medicine?), nutrition properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values. | ''What are some of the vegetables and trees that are grown in our community and why are they being grown here?'' (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) Some possible areas of investigation: location of vegetable/trees (e.g. type of soil and availability of water source like stream), medicinal properties (e.g. is it used as a traditional medicine?), nutrition properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values. | ||
'''Idea D: Planning for a trip to the game reserves and | '''Idea D: Planning for a trip to the game reserves and {{nationalpark}}''' | ||
[[image: Victoria_Falls.png|600px]] | |||
Imagine you have two overseas visitors who have just arrived in {{capital}} and would like to visit a game reserve near {{capital}}, plus the {{nationalpark}} and one other interesting site by car. The two visitors only have one day to visit these three places by car. Can you inform the visitors about the distance to these places from {{capital}} city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at {{capital}} city centre? Please state the distance of travelling to each place and the approximate time required to travel. | |||
{{Zambia|Example of website on visiting Zambia: http://www.zambiatourism.com/welcome.htm.}} | |||
{{Kenya|Example of website on visiting Kenya: http://www.touropia.com. }} | |||
Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops? | |||
'''Idea E: Investigating my body and how it works''' | '''Idea E: Investigating my body and how it works''' | ||
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# If it involves identifying sources of information, where do they find the information? How do they know the information is valid and how can they access the information? | # If it involves identifying sources of information, where do they find the information? How do they know the information is valid and how can they access the information? | ||
# What other ways of finding information are there? | # What other ways of finding information are there? | ||
# Consider whether or not it might be useful for students to make a prediction of what they think the outcome might be. | # Consider whether or not it might be useful for students to make a prediction of what they think the outcome might be. | ||
{{ednote|text= | |||
In the next session we will consider making predictions and hypotheses again and build on the introduction given here. Encourage students to look up the NRICH article linked to below - they may even want to spend some time exploring the site for some useful mathematics enquiry ideas. | |||
}} | |||
{{background|text= | {{background|text= | ||
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Encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist. | Encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist. | ||
}} | }} | ||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
{{activity|stgw| on collecting data for analysis.|5 }} After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether is | {{activity|stgw| on collecting data for analysis.|5 }} After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether it is in the form of experiment or enquiring through the Internet/asking people). If not, make some changes or consider creating additional worksheets or perhaps a spreadsheet for the students. If you would like your students to make a prediction and/or form a hypothesis, make this clear on your worksheet. You should make sure that you have included an ICT element in each of your enquiry ideas. | ||
{{activity|otr|: | {{activity|otr|: Video sequence and discussion.|5 }} | ||
Imagine that you are the students who are going through the data collection process. | Imagine that you are the students who are going through the data collection process. | ||
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Watch the following video sequence of some students collecting data for an enquiry into BMI and being healthy (Idea E). The students have been collecting data independently and the teacher has noticed a problem. | Watch the following video sequence of some students collecting data for an enquiry into BMI and being healthy (Idea E). The students have been collecting data independently and the teacher has noticed a problem. | ||
{{: Video/Judith_body_A06.m4v }} | |||
{{: Video/Judith_body_A07.m4v }} | |||
{{: Video/Judith_body_A08.m4v }} | |||
Try to anticipate where these types of problems (procedural errors) might occur as you collect data for your ' | Try to anticipate where these types of problems (procedural errors) might occur as you collect data for your 'idea' in the following activity. It is likely that you will need to refine your data collection procedure in a similar way that you have just refined your resources in the previous part of this activity. | ||
{{Background|text = | {{Background|text = | ||
As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of | As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of three or four, they may have come up with this (or perhaps another even better) solution - students can sometimes surprise us with their ingenuity. Once the size of the gap has been worked out, this result can be added to all other measurements carried out using that tape - the students will see this as a worthwhile exercise because it means that they don't have to measure everyone who used that tape again! | ||
}} | }} | ||
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# Does the use of ICT in your activity support students’ learning? | # Does the use of ICT in your activity support students’ learning? | ||
= | = 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}} = | ||
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{{ednote|text= Participants should set concrete days for their | {{ednote|text= Participants should set concrete days for their GeoGebra day, as well as for the project day. Part 1 of the investigation should be carried out between 5.4 and 5.5. As you go through the homework, explicitly discuss days or lessons which teachers can set aside for this. | ||
}} | }} | ||
'''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 | '''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? | ||
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* Are the students motivated to suggest more enquiry ideas of their own? | * Are the students motivated to suggest more enquiry ideas of their own? | ||
{{setting of follow up}} | {{setting of follow up}} | ||
