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= Traffic lights = | |||
See [[OER4Schools/activities/Traffic_lights]] | |||
{{: OER4Schools/facilitator workshop activity review }} | {{: OER4Schools/facilitator workshop activity review }} | ||
= A Taste of Enquiry-Based Learning = | |||
In unit we will explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry. | |||
{{activity|Whole Group}} In this activity called “PMI” - “Positives, Minuses, Interesting” there are no correct answers.The PMI involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities. | |||
Consider the following imaginary scenario: '''Plants can now walk in our world!''' | |||
(It is important to realise that plants do not need to move because they make their own food by photosynthesis – animals have to move in order to forage for food.) | |||
What would be some positives, minuses or interesting points you can think of, if this scenario was actually true? | |||
{{ednote|text= | |||
Possible responses: | |||
* P (positives): the plant could move to where there is more light or water | |||
* M (minusses): the plant would waste energy by moving | |||
* I (interesting): We have to be sensitive and aware of plants walking on the roads and in our houses. | |||
For further examples, navigate to: | |||
http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx | |||
}} | |||
{{activity|Whole group discussion}} You may have heard of “enquiry-based learning” (EBL) being practised in other subjects (e.g. geography) or in higher grades through farming or industry projects. For instance, you may have heard of teachers bringing their students outside the classroom to learn about commercial and subsistence farming. The quotes below shows you what two Zambian teachers have thought about enquiry-based learning; read the text, then offer your own understanding of EBL as a group. | |||
'''Abel:''' ''To me, Enquiry-based learning is a flexible, student-centred method of teaching and learning. It engages learners with a complex problem or scenario that is open-ended to allow a variety of responses or solutions. Its success depends on the guidelines teachers give about how students can be involved in self-directed enquiry. This way of teaching caters to different abilities of students and encourages them to learn on their own, even beyond schooling. This is what life-long learning should be. It may also help students to develop leadership skills as they manage complex projects with their | |||
friends.'' | |||
'''Agness:''' ''Enquiry-based learning reminds me of projects focusing on industry or farming, where a teacher can take the learners out of the classroom to experience and analyse the actual farming process, what vegetables are grown within the area or how cotton is processed into a fabric and then designed into a dress. Such a form of learning is stimulating for the students and encourages them to be actively involved in asking questions and seeking out new ideas or evidence.'' | |||
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= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
