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| | *{{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 16:00, 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.
