Smoothie Capacity Challenge/teaching approach: Difference between revisions
From OER in Education
JanetBlair (talk | contribs) (Created page with "This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or ...") |
JanetBlair (talk | contribs) No edit summary |
||
| Line 5: | Line 5: | ||
* Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves. | * Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves. | ||
* Arguing and reasoning – persuading each other about their ideas. | * Arguing and reasoning – persuading each other about their ideas. | ||
* Exploring ideas – developing practical, physical understanding of key mathematical principles | * Exploring ideas – developing practical, physical understanding of key mathematical principles. | ||
Revision as of 01:07, 27 September 2012
This is a practical session to be used with a whole class in small groups of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning:
- Whole class dialogue - Discussion of each part of the activity
- Open-ended questions – How can we find out if the containers hold the same amount? What can we tell just by looking at them?
- Project work – as part of a wider maths topic on measuring volume and capacity
- Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves.
- Arguing and reasoning – persuading each other about their ideas.
- Exploring ideas – developing practical, physical understanding of key mathematical principles.
