What makes a good paper airplane?/teaching approach: Difference between revisions

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This activity supports a number of learning types:
This activity supports these learning types:
 
*small {{tag|group work}} - groups conduct an investigation and report back to the class.           
*small {{tag|group work}} - investigation conducted by small groups reporting back to the class.           
*{{tag|whole class}} {{tag|dialogue}} - they discuss open-ended {{tag|questions}}: why did this happen? what do you think causes this movement?  
*{{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?
*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
*project work – the activity connects with others nearby, with literacy and numeracy and with topic work in design and technology.
*{{tag|inquiry}}-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively
*{{tag|inquiry}}-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry)
*arguing and {{tag|reasoning}} – persuading each other about their explanations.  
*arguing and {{tag|reasoning}} – children persuade each other about their explanations.  
*exploring ideas – developing understanding of key scientific principles.<br/>
*exploring ideas – the activity develops understanding of key scientific principles.<br/>

Revision as of 13:47, 26 September 2012

This activity supports these learning types:

  • small group work(i) - groups conduct an investigation and report back to the class.
  • whole class(i) dialogue(i) - they discuss open-ended questions(i): why did this happen? what do you think causes this movement?
  • peer assessment(i) – do peers agree?
  • project work – the activity connects with others nearby, with literacy and numeracy and with topic work in design and technology.
  • inquiry(i)-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry)
  • arguing and reasoning(i) – children persuade each other about their explanations.
  • exploring ideas – the activity develops understanding of key scientific principles.
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