Sampling techniques/teaching approach: Difference between revisions
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This lesson offers students an opportunity to use their existing knowledge to analyse a ‘real scientific publication’ and its {{ | This lesson offers students an opportunity to use their existing knowledge to analyse a ‘real scientific publication’ and its {{teachtag|language}} and link this to {{teachtag|scientific method}}. | ||
* They use {{ | * They use {{topictag|study skills}} to skim read, make sense of complex language, and use {{teachtag|visualisation}} to select relevant information | ||
* They engage in {{ | * They engage in {{tooltag|collaborative}} {{teachtag|group work}} using {{teachtag|reasoning}} and skills in peer {{teachtag|assessment}} | ||
* They engage in {{ | * They engage in {{teachtag|dialogue}} and {{teachtag|questioning}} to explore ideas together | ||
* They also think about how to present information using {{tag|ICT}} tools) | * They also think about how to present information using {{tag|ICT}} tools) | ||
<br> | <br> | ||
''See the notes for the teacher's rationale''. | ''See the notes for the teacher's rationale''. | ||
Revision as of 08:49, 28 September 2012
This lesson offers students an opportunity to use their existing knowledge to analyse a ‘real scientific publication’ and its language(ta) and link this to scientific method(ta).
- They use study skills(topic) to skim read, make sense of complex language, and use visualisation(ta) to select relevant information
- They engage in collaborative(tool) group work(ta) using reasoning(ta) and skills in peer assessment(ta)
- They engage in dialogue(ta) and questioning(ta) to explore ideas together
- They also think about how to present information using ICT(i) tools)
See the notes for the teacher's rationale.
