OER4Schools/Collecting and interpreting information/review of follow up

Small group activity (30 min). Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks.

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:

• How did your students respond to the open nature of this task?
• Did you feel confident with teaching using GeoGebra? Why or why not?
• What other observations can you make that will help you evaluate the use of Geogebra?

Part B: (5 mins) You were asked to tidy up and make sense of the data for the group enquiry activities (A-E) for presentation this week. Spend some time discussing who will be presenting and to finalise what resources (e.g. charts, models, maps) your group will need for the presentation.

Part C and D: (20 mins) Some of your colleagues may have carried out the beginning stage of a ‘field’ or ‘project’ day in their class. Invite these 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:

• 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?).
• Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).
• Students’ engagement and competence in conducting an experiment, searching for information or resources themselves.
• Students’ engagement and competence in interpreting the information or data themselves.
• Teacher’s role as a guide and co-learner with the students.
• Availability and accessibility of resources (e.g. internet).