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OER4Schools/Starting the enquiry based learning process: Difference between revisions

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→‎Posing real and productive questions - video watching
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= Posing real and productive questions - video watching =
= Posing real and productive questions - video watching =


{{activity|Whole group discussion}}:  
{{activity|Whole group discussion}}: Watch the following clip on Abel trying to get students to understand the relationship of area and perimeter. Pay attention to the questions he posed. What other questions could be asked to elicit the students ideas on the concept of area? How might a 'think pair share' approach to the class discussion have affected student’s learning? Consider the question, ‘How do/can we measure area?’.  How might this question be developed into a useful enquiry activity for students?
 
Watch the following clip on Abel trying to get students to understand the relationship of area and perimeter. Pay attention to the questions he posed. What other questions could be asked to elicit the students ideas on the concept of area? How might a 'think pair share' approach to the class discussion have affected student’s learning? Consider the question, ‘How do/can we measure area?’.  How might this question be developed into a useful enquiry activity for students?


{{video|src=H6WyAHknkIo|title=In the video "Whole class discussion on the meaning of area (Abel)"}}
{{video|src=H6WyAHknkIo|title=In the video "Whole class discussion on the meaning of area (Abel)"}}


What other questions could be asked to elicit the students' ideas on the concept of area? How might a 'think pair share' approach to the class discussion have affected the outcome? Consider the question, ‘How do/can we measure area?’. How might this question be developed into a useful enquiry activity for students?
Continue to watch in the next clip, how Abel set up the class for students to explore the relationship of area and perimeter. What kind of probing questions did he use to help students in their learning?
 
The beginning (from 0.35 to 1.16) of the following video could be used to stimulate discussion on how to frame enquiry questions.


{{video|src=8tDOD4oKaRc|title=Instructions for the interactive task on perimeter and area (Abel)}}
{{video|src=8tDOD4oKaRc|title=Instructions for the interactive task on perimeter and area (Abel)}}


Are there other ways that the enquiry into shape of rectangle/perimeter and how this relates to area could have been approached? What about simply changing the question to "Can a short fat rectangle have the same area as a long thin one?' Can you see any benefit to asking the question this way? Towards the end of the video (from 4.11) a group of students can be seen discussing the problem using Geogebra. Can you get a sense of how the use of Geogebra in this lesson has affected the students’ motivation? The students can be seen interacting with Geogebra in the following video:
The next clip shows how the students made use of Geogebra in their enquiry process.  How do you think such an approach of learning would be helpful for the students? Do you think it helped them to become more engaged and confident? Why do you think so?


{{video|src=qHDLHIzBo1U|title=Group work in Geogebra.m4v}}
{{video|src=qHDLHIzBo1U|title=Group work in Geogebra.m4v}}
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