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OER4Schools/Starting the enquiry based learning process: Difference between revisions
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# How will you structure the field trip such that students can go through the four main steps of enquiry learning? | # How will you structure the field trip such that students can go through the four main steps of enquiry learning? | ||
# You will realise that for the students to complete the whole process of enquiry, '''it cannot easily happen within a single lesson! '''(Although you can do a mini-enquiry in one lesson.)''' '''How does this challenge your current thinking and practice of teaching? | # You will realise that for the students to complete the whole process of enquiry, '''it cannot easily happen within a single lesson! '''(Although you can do a mini-enquiry in one lesson.)''' '''How does this challenge your current thinking and practice of teaching? | ||
{{Background| text= | |||
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? | |||
}} | |||
= Posing Real and Productive Questions = | = Posing Real and Productive Questions = | ||
