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OER4Schools/Introduction to enquiry based learning: Difference between revisions
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Revision as of 09:31, 7 September 2012
, 13 years ago→Guiding questions to help you plan an enquiry-task
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# Where would be a suitable venue for the event? | # Where would be a suitable venue for the event? | ||
# 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). | ||
'''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? | |||
= Guiding questions to help you plan an enquiry-task = | = Guiding questions to help you plan an enquiry-task = | ||
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# 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?) | ||
= 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. | ||
