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| |intention= | | |intention= |
| | The objectives for this session are to |
| | *know how to pose real and productive questions to get the most from enquiry-based learning |
| | *learn about different ways to start off an enquiry-based learning lesson |
| | *continue to prepare for an enquiry-based learning session through a series of lessons, a ‘project day’ or ‘field trip’ for their maths or science classes. |
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| |success criteria= | | |success criteria= |
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| {{review of follow up}} | | {{review of follow up}} |
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| = Review of homework: The project day or field trip =
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| {{Activity|Whole group discussion}} Share briefly any ideas about a ‘project day’ or ‘field trip’:
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| # What is a suitable topic and for which level of students?
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| # What is a suitable lesson objective/success criteria?
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| # Where would be a suitable venue for the event?
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| # What kind of questions could you pose? Can you phrase some sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they like to know/find out?
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| = Review of homework: Use of ICT in Enquiry-Based Learning (EBL) =
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| {{Activity|Whole group discussion}} Discuss how the use of OpenOffice spreadsheet and/or Geogebra can be a useful tool for teachers to make use of EBL. You may like to refer to the resource databases you have created for homework to suggest your insights.
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| Watch this clip of Abel, a Maths teacher in Zambia, demonstrating the relationship between area and perimeter. Think about how GeoGebra can be useful for this lesson.
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| {: {Video/12 13 Abel 2 4 rectangles 1-desktop.m4v }}
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| {{ednote|text=
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| Abel demonstrated how the area is kept constant by using the same piece of paper and rearranging its strips. The number of times a piece can be ‘cut’ and ‘rearranged’ in Geogebra could be infinite! Students could explore in Geogebra how changing the shape of any other figures (e.g. triangles) in different ways (while not changing the area), would affect the perimeter.
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| Now watch how Abel talked about why he thought the use of Geogebra would be helpful for his lesson. Was his view similar or different to yours? Do you think your students can make use of Geogebra for this kind of enquiry lesson?
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| {{: video/12 13 Abel 2 4 rectangles 5-desktop.m4v }}
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| = Objectives for this session =
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| The objectives for this session are to
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| *know how to pose real and productive questions to get the most from enquiry-based learning
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| *learn about different ways to start off an enquiry-based learning lesson
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| *continue to prepare for an enquiry-based learning session through a series of lessons, a ‘project day’ or ‘field trip’ for their maths or science classes.
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| = Overview of Enquiry-Based Learning (EBL) = | | = Overview of Enquiry-Based Learning (EBL) = |
