2,188
edits
OER4Schools/Collecting and interpreting information part 2: Difference between revisions
From OER in Education
OER4Schools/Collecting and interpreting information part 2 (view source)
Revision as of 02:29, 10 February 2014
, 11 years agotidying up
JanetBlair (talk | contribs) m (added ednote about extended length of next session) |
JanetBlair (talk | contribs) m (tidying up) |
||
| Line 14: | Line 14: | ||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
* watch a video sequence as a stimulus for discussion on encouraging students to make predictions during enquiries | * watch a video sequence as a stimulus for discussion on encouraging students to make predictions during enquiries | ||
* watch a video sequence | * watch a video sequence of students recording data and discuss the level of guidance provided by the teacher | ||
* do an activity to correctly organise the steps in the scientific method | * do an activity to correctly organise the steps in the scientific method | ||
| Line 22: | Line 22: | ||
|resources=Resources needed for this session: | |resources=Resources needed for this session: | ||
* Computer/laptop/netbook and the Internet. | * Computer/laptop/netbook and the Internet. | ||
}} | }} | ||
{{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. | ||
| Line 37: | Line 33: | ||
*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) | '''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: | ||
* 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?). | ||
| Line 92: | Line 88: | ||
* ''Research is done to find out what is already known about the topic.'' | * ''Research is done to find out what is already known about the topic.'' | ||
* ''A very detailed step-by-step experimental procedure is designed to test the hypothesis – this is the scientific enquiry or investigation and must take into account all variables affecting the experiment.'' | * ''A very detailed step-by-step experimental procedure is designed to test the hypothesis – this is the scientific enquiry or investigation and must take into account all variables affecting the experiment.'' | ||
{{ednote|text= | {{ednote|text= | ||
