What makes a good paper airplane?/teaching approach: Difference between revisions

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This activity supports these learning types:
This activity supports these learning types:
*small {{tag|group work}} - groups conduct an investigation and report back to the class.           
*small {{teachtag|group work}} - groups conduct an investigation and report back to the class.           
*{{tag|whole class}} {{tag|dialogue}} - they discuss open-ended {{tag|questions}}: why did this happen? what do you think causes this movement?  
*{{teachtag|whole class}} {{teachtag|dialogue}} - they discuss open-ended {{teachtag|questioning|questions}}: why did this happen? what do you think causes this movement?  
*peer {{tag|assessment}} – do peers agree?
*peer {{teachtag|assessment}} – do peers agree?
*project work – the activity connects with others nearby, with literacy and numeracy and with topic work in design and technology.  
*project work – the activity connects with others in this OER on forces, with literacy and numeracy and with topic work in design and technology.  
*{{tag|inquiry}}-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry)  
*{{teachtag|inquiry}}-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry)  
*arguing and {{tag|reasoning}} – children persuade each other about their explanations.  
*arguing and {{teachtag|reasoning}} – children persuade each other about their explanations.  
*exploring ideas – the activity develops understanding of key scientific principles.<br/>
*exploring ideas – the activity develops understanding of key scientific principles.<br/>

Latest revision as of 12:33, 28 September 2012

This activity supports these learning types:

  • small group work(ta) - groups conduct an investigation and report back to the class.
  • whole class(ta) dialogue(ta) - they discuss open-ended questions(ta): why did this happen? what do you think causes this movement?
  • peer assessment(ta) – do peers agree?
  • project work – the activity connects with others in this OER on forces, with literacy and numeracy and with topic work in design and technology.
  • inquiry(ta)-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry)
  • arguing and reasoning(ta) – children persuade each other about their explanations.
  • exploring ideas – the activity develops understanding of key scientific principles.
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