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OER4Schools/Starting the enquiry based learning process: Difference between revisions
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= PMI activity on the Four Level of Enquiry = | = PMI activity on the Four Level of Enquiry = | ||
{{Activity| | {{Activity|stgw|: PMI activity on the four levels of enquiry}} Before having a brief discussion on the differences of the levels of enquiry, it may be helpful to do a PMI (positives, minuses, interesting) activity where you work in groups of two or three and consider the PMIs of each approach. Remember, you can also use a PMI activity to consider the possible pros and cons of a random statement as in the ‘Plants can now walk in our World!’ statement in 5.1. | ||
Do a PMI activity and come up with something '''P'''ositive about and a '''M'''inus point about as well as something '''I'''nteresting about, in this case, the enquiry levels/approaches used by Teachers A, B, C and D and/or consider the following questions for discussion: | Do a PMI activity and come up with something '''P'''ositive about and a '''M'''inus point about as well as something '''I'''nteresting about, in this case, the enquiry levels/approaches used by Teachers A, B, C and D and/or consider the following questions for discussion: | ||
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= Making use of Enquiry Ideas = | = Making use of Enquiry Ideas = | ||
{{activity| | {{activity|stgw| on making use of enquiry ideas|10}} Below are four enquiry ideas (A-D) that could be turned into an enquiry in your class. Please note that these are just ''enquiry ideas w''hich mean that you need to go through substantial thinking and planning for the ideas to be introduced in a lesson to engage students in their own enquiry. It may be that you do not find some of the ideas useful at all, in which case you are welcome to come up with your own enquiry ideas to discuss as a group. | ||
Divide yourself into groups of three or four teachers. You should read through all the enquiry ideas and eventually pick one or two ideas for the group activity that you will be working on together in this session and in the next two weeks. As you are reading through these ideas, think about the following: | Divide yourself into groups of three or four teachers. You should read through all the enquiry ideas and eventually pick one or two ideas for the group activity that you will be working on together in this session and in the next two weeks. As you are reading through these ideas, think about the following: | ||
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{{ednote|text=This activity is optional if small groups need more time to discuss.}} | {{ednote|text=This activity is optional if small groups need more time to discuss.}} | ||
{{activity| | {{activity|wcd| on enquiry ideas|10}} Nominate one or two representatives from each group to share the enquiry ideas they have discussed in the previous activity. In particular, highlight the reasons for selecting the enquiry ideas that the group has chosen and share ideas on how the teacher should present the enquiry ideas and questions in the first lesson. Share any possible challenges that the teacher may face. The rest of the participants should provide constructive questions or comments to help the group to sharpen their ideas further. | ||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
