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| {{review of follow up}} | | {{review of follow up}} |
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| = Check this =
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| {{activity|Small group activity|20}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks.
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| '''Part A:''' (5 mins) You were asked to try out a mini-GeoGebra enquiry lesson in your class. Discuss in your small groups the following questions:
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| *How did your students respond to the open nature of this task?
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| *Did you feel confident with teaching using GeoGebra? Why or why not?
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| *What other observations can you make that will help you evaluate the use of Geogebra?
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| '''Part B:''' (15 mins) Invite colleagues to share how their extended enquiry-based learning (EBL) lessons are going. They could do this by giving PMIs of '''at least two''' of the following considerations of a successful EBL lesson:
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| * Nature of enquiry tasks (e.g. are they open-ended enough so that students could also take some responsibility to research and find ways to investigate different enquiry ideas, rather than just producing an answer or a solution?).
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| * Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).
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| * Students’ engagement and competence in conducting an experiment, searching for information or resources themselves.
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| * Students’ engagement and competence in interpreting the information or data themselves.
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| * Teacher’s role as a guide and co-learner with the students.
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| * Availability and accessibility of resources (e.g. internet).
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| =Presenting findings: Watching some examples = | | =Presenting findings: Watching some examples = |
