OER4Schools/Starting the enquiry based learning process: Difference between revisions

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* posing real and productive questions to get the most from enquiry-based learning

* preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes

* 4 levels of enquiry involving different amounts of student independence:

= Overview of Enquiry-Based Learning (EBL) =  

Teachers can take many approaches to crafting an enquiry-based lesson, but Dr. Cornelia Brunner of the Center for Children and Technology ([http://cct.edc.org/ http://cct.edc.org/]) breaks it into four main parts: Posing Real Questions, Finding Relevant Resources, Interpreting Information and Reporting Findings.

(http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry)

Discuss these questions:

'''''Surface versus Deep questions:'''''

* ''Deep questions elicit relations between ideas and extended ideas. For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

* Teacher A: How does light come about?

* Teacher B: What kind of process is involved in seeing light?

* Teacher D: I think the previous question does not lead to a productive discussion since it only has one correct answer, so how about changing it to: ‘How do we find out about the properties of light such as the speed?’

= Posing real and productive questions - video watching =

{{: Video/Abel Clip 2.m4v }}

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#Are the ideas interesting and engaging for my students?

#What can be an appropriate lesson objective(s) if you do make use of the enquiry ideas?

#What kind of resources will you need and are they easily accessible to you and your students?

#How will you introduce the ideas in the first lesson (recall what are some of the ways to present your questions that you have learnt in the previous session) and how many lessons do you think you will need to complete the enquiry process?

[[image: airplane.png|250px]]

You may like to refer to the following web references for more information:

* Examples of airplane designs imitating flying and gliding animals:  

* Examples of airplanes with instructions and videos on how to fold them:

** http://www.origami-resource-center.com/paper-airplane-instructions.html

* Examples of the actual lessons on investigating the flights of paper airplanes using scientific method as an extended project:

** http://camillasenior.homestead.com/paper_airplanes.pdf

''Tip: Students could use what they have learned from their enquiry to design their own enhanced airplane.''

[[image: left arm.png|200px]]

** http://www.youtube.com/watch?v=tmMGwO4N0Vc

* Video of a Zambian teacher doing this enquiry with her students

What are some of the vegetables and trees that are grown in our community? Why are they being grown here? (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango)  

** http://www.greenpop.org/projects/trees-for-zambia/

* Video of a Zambian teacher doing an enquiry on water retention in different soil types with her students

[[image: Victoria_Falls.png|600px]]

Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work:

= Discussion of Enquiry Ideas =  

{{activity|wcd| on enquiry ideas|10}} Nominate one or two representatives from each group to share the enquiry ideas they have discussed in the previous activity. In particular, highlight the reasons for selecting the enquiry ideas that the group has chosen and share ideas on how the teacher should present the enquiry ideas and questions in the first lesson. Share any possible challenges that the teacher may face. The rest of the participants should provide constructive questions or comments to help the group to sharpen their ideas further.

= Follow-up activities =

{{activity|Agreeing follow up activities|5}}

Work with the same small group of colleagues to develop the resources (e.g. worksheets and materials) for one or two enquiry ideas that you have discussed just now that will be necessary to carry on the enquiring process by your students. Bring these resources next week (including the materials like the paper for the paper aeroplane) so that you can start the data collection and interpreting process as a group. Remember that you have time to work on at most two enquiry ideas so please choose the idea(s) that you really want to work on! If you think that you have OTHER ideas that you prefer to work on, that is fine but do ensure that you have thought through the questions we have suggested to you earlier.  You may find this document useful as it contains some further enquiry ideas that have been developed by students alongside examples of their work:  [[file:Developing Higher Order Scientific Enquiry Skills.pdf]]

Internet search skills are very important as the internet is typically the first stop to obtaining information on specific news and topics of interest. You may like to direct your students to specific web sites in the early stage of an EBL lesson.  

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We hope today's session will help you to develop your ideas for an enquiry-based ‘project day’ or ‘field trip’. Be prepared to share any updates of your ideas in the next session (5.3). In the previous session (5.1) , we introduced these questions to help you plan for your own EBL 'field trip' or 'project day' so be sure to refer to them:

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''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?''

''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

''Examples should come from the students themselves!''