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OER4Schools/Presenting findings of enquiries: Difference between revisions
From OER in Education
OER4Schools/Presenting findings of enquiries (view source)
Revision as of 11:55, 22 February 2013
, 12 years agorevisions unit 5
m (Edits for units 1 - 6, adding notes about student ICT activities in classroom.) |
m (revisions unit 5) |
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= Making use of ICT in EBL = | = Making use of ICT in EBL = | ||
{{activity| | {{activity|stgw| on making use of ICT in EBL|20 }} 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. | ||
* http://phet.colorado.edu/en/simulation/balancing-act | * http://phet.colorado.edu/en/simulation/balancing-act | ||
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=Presenting Findings: Watching Some Examples = | =Presenting Findings: Watching Some Examples = | ||
{{activity| | {{activity|wcd| on presenting findings|30 }} You will be watching a few video clips on students presenting their work after some research and preparation of an enquiry topic. Consider the questions that follow after each of the video clips and discuss as a whole group. | ||
'''Video A: Grade 7 Zambian students in Abel’s class presenting outcomes of their GeoGebra enquiry on the relationship between area and perimeter '''(spend 10 mins) | '''Video A: Grade 7 Zambian students in Abel’s class presenting outcomes of their GeoGebra enquiry on the relationship between area and perimeter '''(spend 10 mins) | ||
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=Modes of presentation= | =Modes of presentation= | ||
{{activity| | {{activity|wcd| on modes of presentation|10 }} In all of the video clips you have seen, students present through speaking to the class and using visual props / displays of their work. What other means of presentation can they use, for more variety and to capture different kinds of outcomes? Which of these are feasible in your context? | ||
{{ednote|text= | {{ednote|text= | ||
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=Presenting Findings - Criteria of Assessment = | =Presenting Findings - Criteria of Assessment = | ||
{{activity| | {{activity|wcd| on criteria of assessment|20 }}''' '''You have watched and discussed the different considerations of what a good presentation may entail. List all the criteria that you think your students should be informed about, when they prepare and eventually present their enquiry findings. | ||
{{ednote|text= The facilitator should write down all the suggestions on the blackboard or a sheet of paper}} | {{ednote|text= The facilitator should write down all the suggestions on the blackboard or a sheet of paper}} | ||
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=Presenting Findings – Group Presentation = | =Presenting Findings – Group Presentation = | ||
{{activity| | {{activity|wcd|: group presentation|30 }} Have a go now at presenting your enquiry findings (for activities A-D) that you have worked on together in your small groups for the past weeks. Ensure that you present HOW you arrived at your conclusions. Decide on the maximum time that you would allow each group to present (we suggest 5-8 mins) and allocate a time-keeper. At the end of each presentation, allow the audience to ask questions for clarification (we suggest 3-5 mins). | ||
The audience should make use of the assessment rubric above (or any revised version of the criteria and descriptors) to provide constructive feedback on the strength of the presentation and what areas could be improved on (as we will expect learners to do in the classroom). | The audience should make use of the assessment rubric above (or any revised version of the criteria and descriptors) to provide constructive feedback on the strength of the presentation and what areas could be improved on (as we will expect learners to do in the classroom). | ||
