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Teaching Approaches/Inquiry: Difference between revisions
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You might want to watch this video on use of [[Teaching Approaches/Collaboration|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research. | You might want to watch this video on use of [[Teaching Approaches/Collaboration|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research. | ||
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsEnquiry|=What characterises higher-order scientific enquiry skills? = | |||
Learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following: | |||
==Plan== | |||
* recognise that science is based on evidenced theories rather than facts | |||
* justify the methods and strategies that are going to be used in the enquiry | |||
* use concepts such as reliability, accuracy of measuring, validity of data/information when justifying a planned method | |||
* make multiple links between what is already known and/or independent research in order to plan | |||
* take account of any possible problems with their plan in order to refine it | |||
* justify their predictions, which can be quantitative, by using abstract scientific ideas, including linking models, theories and systems | |||
* determine success criteria in complex, abstract tasks | |||
==Develop== | |||
* communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience | |||
* measure systematically with accuracy | |||
* justify any amendments they make to their methodology understand the purposes of, and utilise, a wide range of learning/thinking strategies | |||
* use calculations to demonstrate or explore findings, and in doing so confidently and accurately rearrange equations | |||
* analyse and evaluate findings, looking to see if they present any further issues or modifications to the process they have used | |||
* apply the conventions of reliability and validity to their findings explore any uncertainties or anomalies using scientific reasoning evaluate findings in terms of levels of bias, reliability and validity | |||
* critically evaluate findings in terms of their prior scientific knowledge and understanding | |||
* apply abstract, linked scientific knowledge in a way that demonstrates understanding | |||
==Reflect== | |||
* evaluate success criteria in complex, abstract tasks | |||
* link the learning to abstract ideas in order to make further predictions | |||
* evaluate the learning/thinking strategies used | |||
* refine learning/thinking strategies for further use | |||
* develop alternative learning/thinking strategies | |||
* critically reflect on their learning and develop their own next steps. }} | |||
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsGoodEnquiry|=What are the features of quality enquiries?= | |||
==Learner-centred learning== | |||
In order to set appropriate enquiries, it is important to know learners' prior skills, knowledge and understanding. Knowing where learners are in a continuum will enable teachers and learners to better negotiate where learners need to go next and how best to get there; high quality [[Category:Assessment|assessment]] is key to this. | |||
==[[Category:Classroom management|Classroom management]]== | |||
Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[Category:Collaboration|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[Category:Group work|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[Category:Questioning|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas.}} | |||
=Inquiry and Mathematics Teaching= | =Inquiry and Mathematics Teaching= | ||
