Which material makes a good parachute/teaching approach: Difference between revisions
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*small {{teachtag|group work}} - investigation conducted by small groups reporting back to the class. | *small {{teachtag|group work}} - investigation conducted by small groups reporting back to the class. | ||
*{{teachtag|whole class}} {{teachtag|dialogue}} - discussion of each situation open-ended {{teachtag|questions}} – why did this happen? what do you think causes this movement? | *{{teachtag|whole class}} {{teachtag|dialogue}} - discussion of each situation open-ended {{teachtag|questioning|questions}} – why did this happen? what do you think causes this movement? | ||
*peer {{teachtag|assessment}} – do peers agree? | *peer {{teachtag|assessment}} – do peers agree? | ||
*project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy | *project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy | ||
Latest revision as of 12:33, 28 September 2012
This activity supports a number of learning types:
- small group work(ta) - investigation conducted by small groups reporting back to the class.
- whole class(ta) dialogue(ta) - discussion of each situation open-ended questions(ta) – why did this happen? what do you think causes this movement?
- peer assessment(ta) – do peers agree?
- project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy
- inquiry(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively
- arguing and reasoning(ta) – persuading each other about their explanations.
- exploring ideas – developing understanding of key scientific principles.
