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OER4Schools/Introduction to enquiry based learning: Difference between revisions
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'''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Remember to include challenges you faced as well as benefits. | '''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Remember to include challenges you faced as well as benefits. | ||
As we are nearing the end of the year’s programme, we would also like to return to the ''''most significant change'''' technique and ask you to use your portfolio to create a story illustrating the biggest change you feel you have made in your thinking and practice over the year. | As we are nearing the end of the year’s programme, we would also like to return to the ''''most significant change'''' technique and ask you to use your portfolio to create a story illustrating the biggest change you feel you have made in your thinking and practice over the year. | ||
'''Part 1:''' Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions). | '''Part 1:''' Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions). | ||
# What is a suitable topic for the grade(s) of your students? | # What is a suitable topic for the grade(s) of your students? | ||
# What are suitable lesson objectives/success criteria? | # What are suitable lesson objectives/success criteria? | ||
# Where would be a suitable venue for the event? | # Where would be a suitable venue for the event? | ||
# What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see Session 2.1 and table below). | |||
# What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see Session 2.1 and table below). | |||
= Guiding questions to help you plan an enquiry-task = | = Guiding questions to help you plan an enquiry-task = | ||
