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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)
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{{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:''' (5 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:''' ( | '''Part B:''' (10 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?). | ||
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We know that encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist. | We know that encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist. | ||
{{activity|wcd| on making predictions.| | {{activity|wcd| on making predictions.|15 }} | ||
* What other positive consequences could there be of students predicting the outcomes of their enquires? | * What other positive consequences could there be of students predicting the outcomes of their enquires? | ||
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}} | }} | ||
{{activity|stgw| on recording meaningful results.|10} Students will often need a lot of guidance if they are to record meaningful results. Have a look at the following student worksheet and discuss in your groups the level of guidance that a student may require when completing such a sheet. | {{activity|stgw| on recording meaningful results.|10}} Students will often need a lot of guidance if they are to record meaningful results. Have a look at the following student worksheet and discuss in your groups the level of guidance that a student may require when completing such a sheet. | ||
Consider the following: | Consider the following: | ||
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If you have time, draw up a new improved worksheet in your group and share it with members of other groups. | If you have time, draw up a new improved worksheet in your group and share it with members of other groups. | ||
[[image:pulseworksheet].png|500px] | [[image:pulseworksheet].png|500px]] | ||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
{{activity|stgw| on analysing data.| | {{activity|stgw| on analysing data.|15}} | ||
Before you carry on to analyse the data that you collected during the last session, discuss these questions with the other members of your group: | Before you carry on to analyse the data that you collected during the last session, discuss these questions with the other members of your group: | ||
# What is your ‘best guess’ at this point in time? Why? | # What is your ‘best guess’ at this point in time? Why? | ||
# How do you know that you can ‘trust’ the data that has been collected? Why? | # How do you know that you can ‘trust’ the data that has been collected? Why? | ||
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Remember, to '''ensure that the data collected is reliable'''. It may be necessary to repeat the experiment a number of times. Averages can then be calculated if further processing is needed - for example in the paper airplane enquiry. To ensure that the data is valid, make sure to consider all the possible variables and which ones to control. | Remember, to '''ensure that the data collected is reliable'''. It may be necessary to repeat the experiment a number of times. Averages can then be calculated if further processing is needed - for example in the paper airplane enquiry. To ensure that the data is valid, make sure to consider all the possible variables and which ones to control. | ||
}} | }} | ||
= 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}} = | ||
