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Teaching Approaches/Inquiry: Difference between revisions
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{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsGoodEnquiry|In order to set appropriate enquiries, it is important to know learners' prior skills, knowledge and understanding. Knowing where learners are in a continuum will enable teachers and learners to better negotiate where learners need to go next and how best to get there; high quality [[Category:Assessment|assessment]] is key to this. | {{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsGoodEnquiry|In order to set appropriate enquiries, it is important to know learners' prior skills, knowledge and understanding. Knowing where learners are in a continuum will enable teachers and learners to better negotiate where learners need to go next and how best to get there; high quality [[Category:Assessment|assessment]] is key to this. | ||
=== | ===Classroom management=== | ||
Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[Category:Collaboration|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[Category:Group work|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[Category:Questioning|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas | Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[Category:Collaboration|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[Category:Group work|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[Category:Questioning|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas (see [[Category:Classroom management|Classroom management]])}} | ||
=Inquiry and Mathematics Teaching= | =Inquiry and Mathematics Teaching= | ||
