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OER4Schools/Collecting and interpreting information part 2: Difference between revisions
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OER4Schools/Collecting and interpreting information part 2 (view source)
Revision as of 00:20, 10 February 2014
, 11 years agoFup activities done.
JanetBlair (talk | contribs) m (follow-up activities for new session) |
JanetBlair (talk | contribs) m (Fup activities done.) |
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{{review of follow up}} | {{review of follow up}} | ||
{{activity|Small group activity|30}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks. | {{activity|Small group activity|30}} Get into your small group of last week’s ‘making use of enquiry ideas A-E’ activity to discuss your homework tasks. | ||
'''Part A:''' ( | '''Part A:''' (10 mins) You were asked to try out a mini-GeoGebra enquiry lesson in your class. Discuss in your small groups the following questions: | ||
*How did your students respond to the open nature of this task? | *How did your students respond to the open nature of this task? | ||
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*What other observations can you make that will help you evaluate the use of Geogebra? | *What other observations can you make that will help you evaluate the use of Geogebra? | ||
'''Part B: '''(20 mins)''' '''Invite colleagues to share how their extended enquiry-based learning (EBL) lessons are going. They could do this by giving PMIs of '''at least two''' of the following considerations of a successful EBL lesson: | |||
'''Part | |||
* Nature of enquiry tasks (e.g. are they open-ended enough so that students could also take some responsibility to research and find ways to investigate different enquiry ideas, rather than just producing an answer or a solution?). | * Nature of enquiry tasks (e.g. are they open-ended enough so that students could also take some responsibility to research and find ways to investigate different enquiry ideas, rather than just producing an answer or a solution?). | ||
* Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?). | * Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?). | ||
