OER4Schools/Collecting and interpreting information: Difference between revisions

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’'')  

'''Idea D: Planning for a trip to the game reserves and Victoria Falls'''

Imagine you have two overseas friends who have just arrived in Lusaka and would like to visit a game reserve near Lusaka, the Victoria Falls and one other interesting site. The visitors only have one day to visit these three places by car. ''Can you recommend the third place to visit and inform the visitors the distance to these places from Lusaka 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 Lusaka city centre ?'' Please state the distance of travelling to each place and the approximate time required to travel.

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?

{{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 it 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.

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 thee 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!

{{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 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: