Which material makes a good parachute/teaching approach: Difference between revisions
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This activity supports a number of learning types: | This activity supports a number of learning types: | ||
* | *small {{tag|group work}} - Investigation conducted by small groups reporting back to the class, | ||
*{{tag|Whole class}} {{tag|dialogue}} - | *{{tag|Whole class}} {{tag|dialogue}} - discussion of each situation Open-ended {{tag|questions}} – Why did this happen? What do you think causes this movement?, | ||
* | *peer {{tag|assessment}} – do peers agree?, | ||
* | *project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy, | ||
*{{tag| | *{{tag|inquiry}}-based learning – initial presentation to the class can be framed as a problem for them to solve.Co-enquiry – children working collaboratively, | ||
* | *arguing and {{tag|reasoning}} – persuading each other about their explanations, | ||
* | *exploring ideas – developing understanding of key scientific principles.<br/> | ||
Revision as of 12:44, 19 September 2012
This activity supports a number of learning types:
- small group work(i) - Investigation conducted by small groups reporting back to the class,
- Whole class(i) dialogue(i) - discussion of each situation Open-ended questions(i) – Why did this happen? What do you think causes this movement?,
- peer assessment(i) – do peers agree?,
- project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy,
- inquiry(i)-based learning – initial presentation to the class can be framed as a problem for them to solve.Co-enquiry – children working collaboratively,
- arguing and reasoning(i) – persuading each other about their explanations,
- exploring ideas – developing understanding of key scientific principles.
