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| == Using ICT to support interactive teaching == | | == Using ICT to support interactive teaching == |
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| [[Image:Eness2.jpg|thumb|200px]] | | [[Image:Eness2.jpg|thumb|200px]] |
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| {{: Video/Geogebra-group-interaction.m4v }} | | {{: Video/Geogebra-group-interaction.m4v }} |
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| | | {{oinc|OER4Schools/Geogebra exercises}} |
| {{activity|Small group activity|20}} Working in your small group of three to four participants, complete the following activity using GeoGebra. In this activity, we will like you to experiment with drawing different polygons that you may not have seen before (i.e. be creative!). Draw 10 different shaped polygons using GeoGebra. As you draw, think about what is the same and what is different between those polygons, and how you could classify them into different groups. | |
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| You may like to refer to this YouTube clip if you are not certain about how to make use of GeoGebra:
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| {{: Video/Simple_Polygons_in_Geogebra.mp4 }}
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| Take some time to look at the different polygons you have drawn and try to find similar characteristics in some or all of the polygons. Try to group these polygons together and classify them with some sort of descriptor. For instance, some of them may look symmetrical, some may look like regular polygons, or some may have right angles. Be prepared to discuss with your group participants how you have classified them. Share your findings with the other participants and share whether such an activity can be used in the class as a quick taster of what EBL is about.
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| Try to encourage the participants to draw polygons of different shapes, and to really try to make them different. The polygons should not just be different sizes of the same shape. It is possible that some shapes may just look like the magnification or reduction of size of other shapes but hopefully, participants can draw shapes of different number of sides, length of sides and/or internal angles.
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| Note that while the instructions for the task are short, it will take some time to complete the task. Make sure you limit the time appropriately, so that there’s enough time for the remainder of the workshop. Decide whether or not to show the following video to illustrate the enquiry nature of this kind of problem-solving task:
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| {{video|src=xoXLb0WRBMA}}
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| {{activity summary}} | | {{activity summary}} |
