Talk:OER4Schools/Presenting findings of enquiries

From OER in Education

Notes for analysis section (still to be created)

  Same-task group work (15 min) on analysing a worksheet used for recording data collected during an enquiry-based learning activity. This worksheet was created to go along with an enquiry on how pulse rate varies with exercise. In small groups have a look at the worksheet and discuss the following questions:

  • What do you think of the layout of the worksheet?
  • How easy/difficult to you think the students will find it to use?
  • Is there any information on the sheet that you think shouldn't be or anything missing that you think should be included?
  • Do the students require any prior knowledge to ensure that they complete the sheet accurately? If so, how would you make sure that the students had this prior knowledge?

 

  Same-task group work (15 min) on designing a worksheet to assist students with data analysis. Design a follow on worksheet that scaffolds the students next steps in processing the data that they have collected. It should enable them to draw meaningful conclusions that link back to the learning intensions/objectives.


Educator note

Some ideas that participants may come up with:

  • need to check that students know how to calculate averages
  • include as much detail as possible about units (beats per minute)
  • show a worked example on the first line of the table with realistic data e.g.

 

It is important that worksheets are designed so as to scaffold the student's learning and guide them towards meeting the learning intention/s successfully. It has to give them the best chance of making sense of the data that they have collected.

Making use of ICT in EBL

  Same-task group work (20 min) on making use of ICT in EBL. Spend some more time working on the ICT activity from the previous session, continuing from where you left off. Remind yourself of the task by reading the background text below.

Background reading

Navigate to the ‘Balancing Act’ simulation by following the link below. Play with the simulation for a few minutes and think about how you might use it in an EBL lesson. Can you come up with one or two enquiry questions that could be investigated using the simulation? Discuss with your colleagues how students would record their answers to these questions.

If time permits, think about reviewing the two gold star rated resources (Teaching Ideas) that accompany the simulation to see if/how they could be good exemplars for your EBL lesson.

These are some possible extension activities you can do choose to do in your own time:

1. Study other simulations that have been developed, on the web page:

2. Come up with some headings under which to review the simulations and resources that this website pages could offer for an EBL lesson. For instance, you could assess the simulations and resources in terms of:

  • i. level of enquiry they promote
  • ii. ways of extending/differentiating the level of enquiry
  • iii. how user friendly is it for yourself and students
  • iv. how engaging will it be for the students
  • v. relevance to your teaching subjects or curriculum in general
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