12,782
edits
OER4Schools/Introduction to enquiry based learning: Difference between revisions
From OER in Education
OER4Schools/Introduction to enquiry based learning (view source)
Revision as of 12:11, 11 September 2013
, 12 years ago→Follow-up activities
| Line 236: | Line 236: | ||
# What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see Session 2.1 and table below). | # What kind of overall enquiry question or task could you pose? Can you phrase some further sample questions that ask learners what they know/think about some aspects of your chosen topic? What might they then like to know/find out? (Remember what ‘open-ended’ and ‘deep’ questions are (see Session 2.1 and table below). | ||
As your planning progresses, consider how you think your enquiry project might be extended to do this? | |||
# Can you make use of the OpenOffice spreadsheet to create a database on the possible resources that you require for such an event? | |||
# Consider also what are some administrative requirements you need to attend to to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?) | |||
{{fup|3}} Complete the ICT tutorials. Consider and be ready to share in the next session how the OpenOffice spreadsheet and/or GeoGebra can be a useful tool for enquiry-based lessons? | |||
{{setting of follow up}} | |||
= Additional reading = | |||
{{background|text= | |||
'''Guiding questions to help you plan an enquiry task''' | '''Guiding questions to help you plan an enquiry task''' | ||
| Line 265: | Line 277: | ||
# Creation – students should: design; create; arrange; organise; construct. | # Creation – students should: design; create; arrange; organise; construct. | ||
On this scale, knowledge is the lowest-order thinking skill and creation is the highest. Enquiry-based learning aims to help students learn to analyse, evaluate and create. | On this scale, knowledge is the lowest-order thinking skill and creation is the highest. Enquiry-based learning aims to help students learn to analyse, evaluate and create. | ||
}} | |||
= Acknowledgements = | = Acknowledgements = | ||
