OER4Schools/Collecting and interpreting information/review of follow up: Difference between revisions

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{{activity|Small group activity|20}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks.


{{activity|Small group activity|30}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks.
'''Part A:''' (5 mins) You were asked to try out a mini-GeoGebra enquiry lesson in your class. Discuss in your small groups the following questions:


'''Part A:''' (5 mins) You were asked to try out a mini-GeoGebra enquiry lesson in your class. Discuss in your small groups the following questions:
*How did your students respond to the open nature of this task?
*How did your students respond to the open nature of this task?  
*Did you feel confident with teaching using GeoGebra? Why or why not?
*Did you feel confident with teaching using GeoGebra? Why or why not?
*What other observations can you make that will help you evaluate the use of Geogebra?
*What other observations can you make that will help you evaluate the use of GeoGebra?
 
'''Part B:''' (5 mins) You were asked to tidy up and make sense of the data for the group enquiry activities (A-E) for presentation this week. Spend some time discussing who will be presenting and to finalise what resources (e.g. charts, models, maps) your group will need for the presentation.


'''Part C and D: '''(20 mins)''' '''Some of your colleagues may have carried out the beginning stage of a ‘field’ or ‘project’ day in their class. Invite these colleagues to share how their extended enquiry-based learning (EBL) lessons are going. They could do this by giving PMIs of '''at least two''' of the following considerations of a successful EBL lesson:  
'''Part B:''' (15 mins) Invite colleagues to share how their extended enquiry-based learning (EBL) lessons are going. They could do this by giving PMIs of '''at least two''' of the following considerations of a successful EBL lesson:  
* Nature of enquiry tasks (e.g. are they open-ended enough so that students could also take some responsibility to research and find ways to investigate different enquiry ideas, rather than just producing an answer or a solution?).
* Nature of enquiry tasks (e.g. are they open-ended enough so that students could also take some responsibility to research and find ways to investigate different enquiry ideas, rather than just producing an answer or a solution?).
* Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).
* Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).
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* Students’ engagement and competence in interpreting the information or data themselves.
* Students’ engagement and competence in interpreting the information or data themselves.
* Teacher’s role as a guide and co-learner with the students.
* Teacher’s role as a guide and co-learner with the students.
* Availability and accessibility of resources (e.g. internet).
* Availability and accessibility of resources (e.g. Internet).

Latest revision as of 12:01, 10 February 2014

Activity icon.png Small group activity (20 min). Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks.

Part A: (5 mins) You were asked to try out a mini-GeoGebra enquiry lesson in your class. Discuss in your small groups the following questions:

  • How did your students respond to the open nature of this task?
  • Did you feel confident with teaching using GeoGebra? Why or why not?
  • What other observations can you make that will help you evaluate the use of GeoGebra?

Part B: (15 mins) Invite colleagues to share how their extended enquiry-based learning (EBL) lessons are going. They could do this by giving PMIs of at least two of the following considerations of a successful EBL lesson:

  • Nature of enquiry tasks (e.g. are they open-ended enough so that students could also take some responsibility to research and find ways to investigate different enquiry ideas, rather than just producing an answer or a solution?).
  • Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).
  • Students’ engagement and competence in conducting an experiment, searching for information or resources themselves.
  • Students’ engagement and competence in interpreting the information or data themselves.
  • Teacher’s role as a guide and co-learner with the students.
  • Availability and accessibility of resources (e.g. Internet).
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