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OER4Schools/Starting the enquiry based learning process: Difference between revisions
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OER4Schools/Starting the enquiry based learning process (view source)
Revision as of 09:41, 29 July 2013
, 12 years agoadded brainstorm activity (candle with jar over it image used for this)
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In this section, we introduce the idea that it is important students know what a good enquiry question is and are willing to pose them. We suggest that it is very important for the teachers in the first stage of an enquiry-based lesson to help students to pose '''real questions and productive questions''' i.e. ''questions that are worth answering''. Ultimately, these will be questions that when answered will move the student's learning forward and deepen their understanding. | In this section, we introduce the idea that it is important students know what a good enquiry question is and are willing to pose them. We suggest that it is very important for the teachers in the first stage of an enquiry-based lesson to help students to pose '''real questions and productive questions''' i.e. ''questions that are worth answering''. Ultimately, these will be questions that when answered will move the student's learning forward and deepen their understanding. | ||
{{activity|wcb| on asking questions|5}} Look at the following image and come up with as many enquiry type questions as you can relating to it. | {{activity|wcb| on asking questions.|5}} Look at the following image and come up with as many enquiry type questions as you can relating to it. (Hint - think about the variables.) Record the questions on the blackboard/on a large piece of paper/on ether pad for use later: | ||
[[image: Agnes 5.jpg|450px]] | |||
{{activity|otr|: posing questions that are worth asking|5}} | {{activity|otr|: posing questions that are worth asking|5}} | ||
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If teachers decide to give students the option of searching for good enquiry questions, they must help them identify and refine their questions for exploration and help them realise when a question is not appropriate for a given enquiry project. The process of refining questions includes helping students identify what they know and don't know about the subject, identifying sub-questions that may be part of the larger question and, most importantly, formulating hypotheses about what the answer might be at an early stage. | If teachers decide to give students the option of searching for good enquiry questions, they must help them identify and refine their questions for exploration and help them realise when a question is not appropriate for a given enquiry project. The process of refining questions includes helping students identify what they know and don't know about the subject, identifying sub-questions that may be part of the larger question and, most importantly, formulating hypotheses about what the answer might be at an early stage. | ||
'''Look back at the list of questions from the brainstorm on the candle with jar over it image and try to classify them using your knowledge of the following question types:''' | |||
* real | |||
* productive | |||
* closed | |||
* open | |||
* surface | |||
* deep | |||
{{ednote|text= | {{ednote|text= | ||
