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 22:06, 3 September 2012
, 13 years ago→Guiding questions to help you plan an enquiry-task
| Line 268: | Line 268: | ||
= Guiding questions to help you plan an enquiry-task = | = Guiding questions to help you plan an enquiry-task = | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| Line 277: | Line 275: | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers. | | style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers. | ||
''Examples: '' | ''Examples: '' | ||
''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?'' | ''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?'' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas. | | style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas. | ||
''Examples:'' | ''Examples:'' | ||
''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | ''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | ||
|} | |} | ||
These questions will according to Dr Benjamin Bloom be ‘higher-level’ thinking questions. The levels (“taxonomy”) of questions that Bloom has developed form a framework used by many teachers across the world to develop questions that help students progress from concrete to abstract thinking. You may remember it was introduced in the VVOB handout “Questioning the questions” as part of the homework for Session 4.1. The taxonomy classifies learning into six progressive levels of complexity and abstraction: | These questions will according to Dr Benjamin Bloom be ‘higher-level’ thinking questions. The levels (“taxonomy”) of questions that Bloom has developed form a framework used by many teachers across the world to develop questions that help students progress from concrete to abstract thinking. You may remember it was introduced in the VVOB handout “Questioning the questions” as part of the homework for Session 4.1. The taxonomy classifies learning into six progressive levels of complexity and abstraction: | ||
# Knowledge – students should: describe; identify; recall. | # Knowledge – students should: describe; identify; recall. | ||
| Line 303: | Line 297: | ||
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. As your planning progresses, consider how you think your enquiry project might be extended to do this? | 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. 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? | # 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?) | # 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?) | ||
'''Part 2: '''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? | '''Part 2:''' 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? | ||
= Acknowledgements = | = Acknowledgements = | ||
We thank YouthLearn Initiative at Education Development Center (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry inquiry) and Futurelab (http://www.enquiringminds.org.uk/terms_of_use/) for kindly allowing us to use the material from their website. We also thank Professor Katja Maaß for permission to use the Primas video on the impact of inquiry based learning on students and teachers. | We thank YouthLearn Initiative at Education Development Center (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry inquiry) and Futurelab (http://www.enquiringminds.org.uk/terms_of_use/) for kindly allowing us to use the material from their website. We also thank Professor Katja Maaß for permission to use the Primas video on the impact of inquiry based learning on students and teachers. | ||
