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OER4Schools/Starting the enquiry based learning process: Difference between revisions

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We hope today's session should help you to develop your ideas for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom. Be prepared to share any updates of your ideas in the next session (5.3). In the previous session (5.1) , we have introduced these questions to help you plan for your own EBL 'field trip' or 'project day' lesson:
We hope today's session should help you to develop your ideas for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom. Be prepared to share any updates of your ideas in the next session (5.3). In the previous session (5.1) , we have introduced these questions to help you plan for your own EBL 'field trip' or 'project day' lesson:


1.  What is a suitable topic?
* What is a suitable topic?
2.  What is a suitable lesson objective/success criteria?
* What is a suitable lesson objective/success criteria?
3.  Where would be a suitable venue for the event?
* Where would be a suitable venue for the event?
4.  What kind of questions could you pose during the enquiry? Is there a main enquiry question and sub-questions? Can you phrase some sample questions that ask learners what they know/think about some aspects of your chosen topic? Are you giving opportunity for the students to pose their own questions? What might they like to know/find out? The table below summarises the different kind of questions that we have discussed so far.
* What kind of questions could you pose during the enquiry? Is there a main enquiry question and sub-questions? Can you phrase some sample questions that ask learners what they know/think about some aspects of your chosen topic? Are you giving opportunity for the students to pose their own questions? What might they like to know/find out? The table below summarises the different kind of questions that we have discussed so far.
* What specific resources (e.g. worksheets, objects, internet links) have you come up with for the event?
* How can the students make use of ICT to facilitate their enquiry process?
* Consider also what are some administrative requirements you need to attend to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?




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5.  What specific resources (e.g. worksheets, objects, internet links) have you come up with for the event?


6.  How can the students make use of ICT to facilitate their enquiry process?
7.  Consider also what are some administrative requirements you need to attend to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?
The following further set of questions can be useful to help you plan the ‘project’ or ‘field-trip’ day:
* Will there be shared lesson objectives for all the students or would it differ considerably depending on what enquiry task is chosen?
* How will the enquiry tasks support enquiry, questioning, thinking and discussion?
* Will the tasks constitute a project or activity extending over and between lessons? If not, how can this be arranged?
* If so, will students do anything in between lessons? Will this involve research? Will parents/guardians or other family/community members be involved?
* Will the tasks be undertaken by
** individuals (perhaps cooperating by sharing equipment and helping each other with both technical issues and the task) - could enquire as a group but not strictly co-enquiry!
** groups (collaboratively planning and developing ideas, conducting the work, learning to compromise and giving feedback)
** or the whole class working together collaboratively?
* How will students record what they learned?
* If groups, will there be group presentations to the class?
* If groups, will different groups investigate different aspects of the topic and then share their knowledge with the class?
* What criteria will the class use to assess the outcomes of their enquiry? How will you ensure that any criticism is constructive and sensitive? How will the group be encouraged to take on board constructive feedback?
* How will students assess their own work?


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