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OER4Schools/Collecting and interpreting information: Difference between revisions
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Revision as of 01:20, 10 February 2014
, 11 years agoediting this session to fit in with new session
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{{OER4S | {{OER4S | ||
|title= | |title=Collecting and interpreting information: Part one | ||
|session=5.3 | |session=5.3 | ||
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'''Part A:''' Try out in your classroom the same mini-GeoGebra enquiry as in the first taster EBL activity above, with learners working in mixed groups of 3-4 around a computer. Consider the following question: how did your students respond to the open nature of this task? What other observations can you make that will help you evaluate the use of Geogebra to explore this topic. Note down the responses and observations. In the next session you will share this with the others. | '''Part A:''' Try out in your classroom the same mini-GeoGebra enquiry as in the first taster EBL activity above, with learners working in mixed groups of 3-4 around a computer. Consider the following question: how did your students respond to the open nature of this task? What other observations can you make that will help you evaluate the use of Geogebra to explore this topic. Note down the responses and observations. In the next session you will share this with the others. | ||
'''Part B | '''Part B.:''' Continue to work on planning for a ‘project day’ or ‘field trip’ and share any development of ideas in the next session. It may be that you have introduced some form of EBL whether in the form of a mini EBL (as in Part A of this homework) or the ‘project or field day’. Be ready to share the positive, minus and interesting (PMI) points that you have noted so far when introducing EBL in your classrooms. The following additional set of questions can be considered for thinking and sharing of PMI, if you have already started to make use of EBL in your lessons: | ||
* How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or in the case of a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? ) | * How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or in the case of a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? ) | ||
* Are the tasks open-ended enough so that students could also take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance) | * Are the tasks open-ended enough so that students could also take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance) | ||
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* Are the students motivated to suggest more enquiry ideas of their own? | * Are the students motivated to suggest more enquiry ideas of their own? | ||
{{setting of follow up}} | {{setting of follow up}} | ||
