What makes a good paper airplane?/teaching approach: Difference between revisions
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*{{tag|whole class}} {{tag|dialogue}} - they discuss open-ended {{tag|questions}}: why did this happen? what do you think causes this movement? | *{{tag|whole class}} {{tag|dialogue}} - they discuss open-ended {{tag|questions}}: why did this happen? what do you think causes this movement? | ||
*peer {{tag|assessment}} – do peers agree? | *peer {{tag|assessment}} – do peers agree? | ||
*project work – the activity connects with others | *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) | *{{tag|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 {{tag|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/> | ||
Revision as of 00:35, 27 September 2012
This activity supports these learning types:
- small group work(i) - groups conduct an investigation and report back to the class.
- whole class(i) dialogue(i) - they discuss open-ended questions(i): why did this happen? what do you think causes this movement?
- peer assessment(i) – 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(i)-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry)
- arguing and reasoning(i) – children persuade each other about their explanations.
- exploring ideas – the activity develops understanding of key scientific principles.
