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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?== | ||
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsEnquiry|Learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following: | |||
Learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following: | ===Plan=== | ||
==Plan== | |||
* recognise that science is based on evidenced theories rather than facts | * 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 | * justify the methods and strategies that are going to be used in the enquiry | ||
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* determine success criteria in complex, abstract tasks | * determine success criteria in complex, abstract tasks | ||
==Develop== | ===Develop=== | ||
* communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience | * communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience | ||
* measure systematically with accuracy | * measure systematically with accuracy | ||
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* apply abstract, linked scientific knowledge in a way that demonstrates understanding | * apply abstract, linked scientific knowledge in a way that demonstrates understanding | ||
==Reflect== | ===Reflect=== | ||
* evaluate success criteria in complex, abstract tasks | * evaluate success criteria in complex, abstract tasks | ||
* link the learning to abstract ideas in order to make further predictions | * link the learning to abstract ideas in order to make further predictions | ||
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* refine learning/thinking strategies for further use | * refine learning/thinking strategies for further use | ||
* develop alternative learning/thinking strategies | * develop alternative learning/thinking strategies | ||
* critically reflect on their learning and develop their own next steps. }} | * critically reflect on their learning and develop their own next steps.}} | ||
==What are the features of quality enquiries?== | |||
===Learner-centred learning=== | |||
==Learner-centred learning== | {{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsGoodEnquiry|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. | ||
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]]== | ===[[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.}} | 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.}} | ||
