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OER4Schools/Starting the enquiry based learning process: Difference between revisions
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{{OER4S | {{OER4S | ||
|title= | |title=Starting the enquiry-based learning process | ||
|session=5.2 | |session=5.2 | ||
}} | }} | ||
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|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* posing real and productive questions to get the most from enquiry-based learning | * posing real and productive questions to get the most from enquiry-based learning | ||
* different ways to start off an enquiry-based learning lesson ( | * different ways to start off an enquiry-based learning lesson (e.g. brainstorm) | ||
* preparing for an enquiry-based learning session through a series of lessons | * preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes | ||
* 4 levels of enquiry involving different amounts of student independence: | * 4 levels of enquiry involving different amounts of student independence: | ||
** demonstrated enquiry | ** demonstrated enquiry | ||
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* watch a sequence of videos focusing on the nature of the questions used by the teacher | * watch a sequence of videos focusing on the nature of the questions used by the teacher | ||
|ict= | |ict=In this session you will continue to apply the ICT skills you have learnt so far for EBL, and to think about how they help you implement EBL in the classroom. | ||
}} | }} | ||
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= Overview of Enquiry-Based Learning (EBL) = | = Overview of Enquiry-Based Learning (EBL) = | ||
{{activity|otr|: Reading about EBL|10}} The essence of EBL is asking good investigative questions and that the students participate in the planning, researching and presentation of responding to these questions through projects and activities. It may be the case that the field trip activity you have thought about earlier can be a catalyst event for helping students to think about good enquiry questions! | {{activity|otr|: Reading about EBL.|10}} The essence of EBL is asking good investigative questions and that the students participate in the planning, researching and presentation of responding to these questions through projects and activities. It may be the case that the field trip activity you have thought about earlier can be a catalyst event for helping students to think about good enquiry questions! | ||
Teachers can take many approaches to crafting an enquiry-based lesson, but Dr. Cornelia Brunner of the Center for Children and Technology ([http://cct.edc.org/ http://cct.edc.org/]) breaks it into four main parts: Posing Real Questions, Finding Relevant Resources, Interpreting Information and Reporting Findings. | Teachers can take many approaches to crafting an enquiry-based lesson, but Dr. Cornelia Brunner of the Center for Children and Technology ([http://cct.edc.org/ http://cct.edc.org/]) breaks it into four main parts: Posing Real Questions, Finding Relevant Resources, Interpreting Information and Reporting Findings. | ||
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(http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry) | (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry) | ||
{{activity|stgw|: discussion in small groups|10}} Get into your previous group of 3-4 teachers again (as in last week’s ‘Planning an outdoor’ activity). Look through the questions in the diagram above in each of the four parts of the enquiry process. Think about how useful they are for the field trip you are planning to organise. | {{activity|stgw|: discussion in small groups.|10}} Get into your previous group of 3-4 teachers again (as in last week’s ‘Planning an outdoor’ activity). Look through the questions in the diagram above in each of the four parts of the enquiry process. Think about how useful they are for the field trip you are planning to organise. | ||
Discuss these questions: | Discuss these questions: | ||
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= Posing Real and Productive Questions = | = Posing Real and Productive Questions = | ||
In this section, we introduce the idea that it is important students know what a good enquiry question is and are willing to pose them. We suggest that it is very important for the teachers in the first stage of an enquiry-based lesson to help students to pose '''real questions and productive questions''' i.e. ''questions that are worth answering''. Ultimately, these will be questions that when answered will move the student's learning forward and deepen their understanding. | |||
{{activity|wcb| on asking questions.|5}} Look at the following image and come up with as many enquiry type questions as you can relating to it. (Hint - think about the variables.) Record the questions on the blackboard/on a large piece of paper/on ether pad for use later: | |||
[[image: Agnes 5.jpg|450px]] | |||
{{activity|otr|: posing questions that are worth asking|5}} | |||
'''Real questions''' are: | '''Real questions''' are: | ||
* questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer). | * questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer). | ||
* questions that generally do not lead to simple yes/no answers (or just one possible answer). Instead, they are open-ended in nature to stimulate discussion and invite further investigation. | * questions that generally do not lead to simple yes/no answers (or just one possible answer). Instead, they are open-ended in nature to stimulate discussion and invite further investigation. | ||
* questions that must ultimately be answerable through enquiry. Questions like "What | * questions that must ultimately be answerable through enquiry. Questions like "What colour is God?" or "Can I become a national leader?" are valid questions, but they are partially belief-based and not normally subject to the scientific methods that are at the root of enquiry-based learning in the current context. Similarly, questions that are highly personal (that are based on opinion), typically do not lend themselves to an enquiry for science and maths topics. (It is possible in other subjects and require other techniques of enquiry). | ||
Some possible real questions coming from students may be: Why is the colour of the sky blue?, Why is the colour of the sea different at different points of the day in different places?, How do I actually see colours around us? How many soccer balls can fit in our classroom? A sample design task they might engage with is “Design a new school on the same site as yours and for the same number of students as your school.” | Some possible real questions coming from students may be: Why is the colour of the sky blue?, Why is the colour of the sea different at different points of the day in different places?, How do I actually see colours around us? How many soccer balls can fit in our classroom? A sample design task they might engage with is “Design a new school on the same site as yours and for the same number of students as your school.” | ||
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The “In your opinion...?” and “What/why do you think...?” are very important here as they do not ask the student for the right answer, rather they ask what the student is thinking. In this way, teachers can progress and support the students’ enquiries. Teachers may use productive questions to help students delve more deeply into their chosen enquiry area with the hope that once students have become open to thinking this way they can begin to ask productive questions of their own. | The “In your opinion...?” and “What/why do you think...?” are very important here as they do not ask the student for the right answer, rather they ask what the student is thinking. In this way, teachers can progress and support the students’ enquiries. Teachers may use productive questions to help students delve more deeply into their chosen enquiry area with the hope that once students have become open to thinking this way they can begin to ask productive questions of their own. | ||
If teachers decide to give students the option of searching for good enquiry questions, they must help them identify and refine their questions for exploration and help them realise when a question is not appropriate for a given enquiry project. The process of refining questions includes helping students identify what they know and don't know about the subject, identifying sub-questions that may be part of the larger question and, most importantly, formulating hypotheses about what the answer might be at an early stage. | If teachers decide to give students the option of searching for good enquiry questions, they must help them identify and refine their questions for exploration and help them realise when a question is not appropriate for a given enquiry project. The process of refining questions includes helping students identify what they know and don't know about the subject, identifying sub-questions that may be part of the larger question and, most importantly, formulating hypotheses about what the answer might be at an early stage. | ||
'''Look back at the list of questions from the brainstorm on the candle with jar over it image and try to classify them using your knowledge of the following question types:''' | |||
* real | |||
* productive | |||
* closed | |||
* open | |||
* surface | |||
* deep | |||
{{ednote|text= | {{ednote|text= | ||
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'''''Surface versus Deep questions:''''' | '''''Surface versus Deep questions:''''' | ||
* ''Surface questions elicit one idea or some ideas. For example, What is the difference between organic and inorganic fertilizers? What is the use | * ''Surface questions elicit one idea or some ideas. For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?'' | ||
* ''Deep questions elicit relations between ideas and extended ideas. For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | * ''Deep questions elicit relations between ideas and extended ideas. For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | ||
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= A questioning game = | = A questioning game = | ||
{{activity|Game| about real and productive questions|10}} This game is about learning to ask open and real questions. The idea is that you go round your group, and practice questioning. | {{activity|Game| about real and productive questions.|10}} This game is about learning to ask open and real questions. The idea is that you go round your group, and practice questioning. | ||
To start with, decide on a topic to pose questions about to your colleagues. One person starts with an open-ended question that can be either real or productive. The next person could either comment on the previous question (e.g. how can we answer that question? Is it possible to find answers to that question?) or respond with a related open-ended question. This goes on as long as there is no repeating of a previous question. For example, the topic might be on light: | To start with, decide on a topic to pose questions about to your colleagues. One person starts with an open-ended question that can be either real or productive. The next person could either comment on the previous question (e.g. how can we answer that question? Is it possible to find answers to that question?) or respond with a related open-ended question. This goes on as long as there is no repeating of a previous question. For example, the topic might be on light: | ||
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* Teacher A: How does light come about? | * Teacher A: How does light come about? | ||
* Teacher B: What kind of process is involved in seeing light? | * Teacher B: What kind of process is involved in seeing light? | ||
* Teacher C: What is the speed of light ? | * Teacher C: What is the speed of light? | ||
* Teacher D: I think the previous question does not lead to a productive discussion since it only has one correct answer, so how about changing it to: ‘How do we find out about the properties of light such as the speed?’ | * Teacher D: I think the previous question does not lead to a productive discussion since it only has one correct answer, so how about changing it to: ‘How do we find out about the properties of light such as the speed?’ | ||
So now, choose topic, and start asking questions! After you have gone round the group once or twice (depending on the size of the group) you might want to do another round with another topic. | So now, choose topic, and start asking questions! After you have gone round the group once or twice (depending on the size of the group) you might want to do another round with another topic. | ||
{{activity|otr| on bigger and smaller questions|10}} | {{activity|otr| on bigger and smaller questions.|10}} You will realise that some of the questions are ‘bigger’ than the rest in terms of the possibilities that the question can be ‘broken down’ into ‘smaller’ ones. It is probably easier to respond to the ‘smaller’ sub-questions than the ‘bigger ones’. Therefore, responding to the smaller questions will give clues to answering the bigger questions. Bigger questions might frame a whole enquiry whereas smaller, sub-questions might collectively structure that enquiry. | ||
Examples: | Examples: | ||
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= Posing real and productive questions - video watching = | = Posing real and productive questions - video watching = | ||
{{activity|otr| on posing real and productive questions|10}} Watch the following clip on Abel trying to get students to understand the relationship of area and perimeter. Pay attention to the questions he posed. | {{activity|otr| on posing real and productive questions|10}} Watch the following clip on Abel trying to get students to understand the relationship of area and perimeter. Pay attention to the questions he posed: | ||
{{:Video/Abel_Clip_2.m4v/reflection}} | |||
{{: Video/Abel Clip 2.m4v }} | {{: Video/Abel Clip 2.m4v }} | ||
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{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Number of sides?''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''Number of sides?''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Sum of interior angles?''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''Sum of interior angles?''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Shape? ''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''Shape? ''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''What do you realise about the pattern?''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''What do you realise about the pattern?''' | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|} | |} | ||
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#Are the ideas interesting and engaging for my students? | #Are the ideas interesting and engaging for my students? | ||
#Are the ideas relevant to the curriculum? What subject will it be most relevant to introduce them? | #Are the ideas relevant to the curriculum? What subject will it be most relevant to introduce them to? | ||
#What can be an appropriate lesson objective(s) if you do make use of the enquiry ideas? | #What can be an appropriate lesson objective(s) if you do make use of the enquiry ideas? | ||
#What kind of resources will you need and are they easily accessible to you and your students? | #What kind of resources will you need and are they easily accessible to you and your students? | ||
#How will you introduce the ideas in the first lesson (recall what are some of the ways to present your questions that you have learnt in the previous session) and how many lessons do you think you will need to complete the enquiry process? | #How will you introduce the ideas in the first lesson (recall what are some of the ways to present your questions that you have learnt in the previous session) and how many lessons do you think you will need to complete the enquiry process? | ||
== Idea A: Investigating paper airplane design == | |||
[[image: airplane.png|250px]] | [[image: airplane.png|250px]] | ||
There are many different designs of paper aeroplanes. Some of them have a very plain design but can fly a longer distance whereas | There are many different designs of paper aeroplanes. Some of them have a very plain design but can fly a longer distance whereas others can have rather interesting designs but do not fly as well. What are the factors that affect how far a paper airplane can fly? | ||
You may like to refer to the following web references for more information: | You may like to refer to the following web references for more information: | ||
* Examples of airplane designs imitating flying and gliding animals: | * Examples of airplane designs imitating flying and gliding animals: | ||
** http://srel.uga.edu/kidsdoscience/sci-method-planes/airplane-designs.pdf | ** http://srel.uga.edu/outreach/kidsdoscience/sci-method-planes/airplane-designs.pdf | ||
* Examples of airplanes with instructions and videos on how to fold them: | * Examples of airplanes with instructions and videos on how to fold them: | ||
** http://www.funpaperairplanes.com | ** http://www.funpaperairplanes.com | ||
** http://www.origami-resource-center.com/paper-airplane-instructions.html | ** http://www.origami-resource-center.com/paper-airplane-instructions.html | ||
* Examples of the actual lessons on investigating the flights of paper airplanes using scientific method as an extended project: | * Examples of the actual lessons on investigating the flights of paper airplanes using scientific method as an extended project: | ||
** http://camillasenior.homestead.com/paper_airplanes.pdf | ** http://camillasenior.homestead.com/paper_airplanes.pdf | ||
** http://srel.uga.edu/kidsdoscience/kidsdoscience-airplanes.htm | ** http://srel.uga.edu/outreach/kidsdoscience/kidsdoscience-airplanes.htm | ||
''Tip: Students could use what they have learned from their enquiry to design their own enhanced airplane.'' | ''Tip: Students could use what they have learned from their enquiry to design their own enhanced airplane.'' | ||
== Idea B: Investigating the process of hand washing == | |||
[[image: left arm.png|200px]] | [[image: left arm.png|200px]] | ||
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** http://www.youtube.com/watch?v=tmMGwO4N0Vc | ** http://www.youtube.com/watch?v=tmMGwO4N0Vc | ||
* Video of a Zambian teacher doing this enquiry with her students | * Video of a Zambian teacher doing this enquiry with her students | ||
<nowiki> </nowiki>{{: Video/Judith.m4v }} | |||
== Idea C: Investigating the vegetables and trees within our community == | |||
What are some of the vegetables and trees that are grown in our community? Why are they being grown here? (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) | What are some of the vegetables and trees that are grown in our community? Why are they being grown here? (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) | ||
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** http://www.greenpop.org/projects/trees-for-zambia/ | ** http://www.greenpop.org/projects/trees-for-zambia/ | ||
* Video of a Zambian teacher doing an enquiry on water retention in different soil types with her students | * Video of a Zambian teacher doing an enquiry on water retention in different soil types with her students | ||
{{: Video/Priscillah_Water_Soil_A04.m4v }} | |||
== Idea D: Planning for a trip to the game reserves and {{nationalpark}} == | |||
[[image: Victoria_Falls.png| | [[image: Victoria_Falls.png|600px]] | ||
Imagine you have two overseas visitors who have just arrived in | Imagine you have two overseas visitors who have just arrived in {{capital}} and would like to visit a game reserve near {{capital}}, plus the {{nationalpark}} and one other interesting site by car. The two visitors only have one day to visit these three places by car. Can you inform the visitors about the distance to these places from {{capital}} city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at {{capital}} city centre? Please state the distance of travelling to each place and the approximate time required to travel. | ||
Example of website on visiting Zambia: | {{Zambia|Example of website on visiting Zambia: http://www.zambiatourism.com/welcome.htm.}} | ||
{{Kenya|Example of website on visiting Kenya: http://www.touropia.com. }} | |||
Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: | Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops? | ||
== Idea E: Investigating my body and how it works == | |||
Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. | Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down. | ||
Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work: | Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work: | ||
* lung capacity and how it varies with height/sex/pulse rate/chest circumference {{: Video/Aggie.m4v }} | * lung capacity and how it varies with height/sex/pulse rate/chest circumference | ||
* BMI and being healthy | {{: Video/Aggie lung capacity.m4v }} | ||
* BMI and being healthy | |||
{{: Video/Judith_body_A04.m4v }} | |||
{{Related resources|text= | |||
As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource ''Investigating Distance'' will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations. | |||
Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry. | |||
[[File: Investigating_distance.pdf]] | |||
}} | |||
= Discussion of Enquiry Ideas = | = Discussion of Enquiry Ideas = | ||
{{ednote|text=This activity is optional if small groups need more time to discuss.}} | {{ednote|text=This activity is optional if small groups need more time to discuss. Also, at this time, draw participants attention to the TESSA resource on investigating distance which can be used as an additional source of information and guidance as we study this unit on enquiry based learning.}} | ||
{{activity|wcd| on enquiry ideas|10}} Nominate one or two representatives from each group to share the enquiry ideas they have discussed in the previous activity. In particular, highlight the reasons for selecting the enquiry ideas that the group has chosen and share ideas on how the teacher should present the enquiry ideas and questions in the first lesson. Share any possible challenges that the teacher may face. The rest of the participants should provide constructive questions or comments to help the group to sharpen their ideas further. | {{activity|wcd| on enquiry ideas|10}} Nominate one or two representatives from each group to share the enquiry ideas they have discussed in the previous activity. In particular, highlight the reasons for selecting the enquiry ideas that the group has chosen and share ideas on how the teacher should present the enquiry ideas and questions in the first lesson. Share any possible challenges that the teacher may face. The rest of the participants should provide constructive questions or comments to help the group to sharpen their ideas further. | ||
= ICT practice: Making use of ICT in enquiry-based learning = | |||
{{:OER4Schools/ICT/include}} | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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= Follow-up activities = | = Follow-up activities = | ||
{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities|5}} | ||
== Part A: Small group planning task. == | |||
Part A: Small group planning task. | |||
Work with the same small group of colleagues to develop the resources (e.g. worksheets and materials) for one or two enquiry ideas that you have discussed just now that will be necessary to carry on the enquiring process by your students. Bring these resources next week (including the materials like the paper for the paper aeroplane) so that you can start the data collection and interpreting process as a group. Remember that you have time to work on at most two enquiry ideas so please choose the idea(s) that you really want to work on! If you think that you have OTHER ideas that you prefer to work on, that is fine but do ensure that you have thought through the questions we have suggested to you earlier. You may find this document useful as it contains some further enquiry ideas that have been developed by students alongside examples of their work: [[file:Developing Higher Order Scientific Enquiry Skills.pdf]] | Work with the same small group of colleagues to develop the resources (e.g. worksheets and materials) for one or two enquiry ideas that you have discussed just now that will be necessary to carry on the enquiring process by your students. Bring these resources next week (including the materials like the paper for the paper aeroplane) so that you can start the data collection and interpreting process as a group. Remember that you have time to work on at most two enquiry ideas so please choose the idea(s) that you really want to work on! If you think that you have OTHER ideas that you prefer to work on, that is fine but do ensure that you have thought through the questions we have suggested to you earlier. You may find this document useful as it contains some further enquiry ideas that have been developed by students alongside examples of their work: [[file:Developing Higher Order Scientific Enquiry Skills.pdf]] | ||
Part B: Developing Internet search skills | == Part B: Developing Internet search skills == | ||
Internet search skills are very important as the internet is typically the first stop to obtaining information on specific news and topics of interest. You may like to direct your students to specific web sites in the early stage of an EBL lesson. | Internet search skills are very important as the internet is typically the first stop to obtaining information on specific news and topics of interest. You may like to direct your students to specific web sites in the early stage of an EBL lesson. | ||
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}} | }} | ||
Part C: Notes for planning 'project or field day' | == Part C: Notes for planning 'project or field day' == | ||
We hope today's session will help you to develop your ideas for an enquiry-based ‘project day’ or ‘field trip’. Be prepared to share any updates of your ideas in the next session (5.3). In the previous session (5.1) , we introduced these questions to help you plan for your own EBL 'field trip' or 'project day' so be sure to refer to them: | We hope today's session will help you to develop your ideas for an enquiry-based ‘project day’ or ‘field trip’. Be prepared to share any updates of your ideas in the next session (5.3). In the previous session (5.1) , we introduced these questions to help you plan for your own EBL 'field trip' or 'project day' so be sure to refer to them: | ||
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{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Open-ended’ Questions''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Open-ended’ Questions''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Deep’ Questions''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Deep’ Questions''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Real’ Questions''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Real’ Questions''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Productive’ Questions''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Productive’ Questions''' | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions have many answers. | | style="border:0.035cm solid #000000;padding:0.176cm;" | Questions have many answers. | ||
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''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?'' | ''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?'' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions elicit relations between ideas and extended ideas. | | style="border:0.035cm solid #000000;padding:0.176cm;" | Questions elicit relations between ideas and extended ideas. | ||
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''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | ''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer). | | style="border:0.035cm solid #000000;padding:0.176cm;" | Questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer). | ||
''Examples should come from the students themselves!'' | ''Examples should come from the students themselves!'' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions help students to delve more deeply into an enquiry area. May be posed by the teacher initially to support and progress students’ enquiries. | | style="border:0.035cm solid #000000;padding:0.176cm;" | Questions help students to delve more deeply into an enquiry area. May be posed by the teacher initially to support and progress students’ enquiries. | ||
