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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|wcd| on data handling videos.|15 }} The following sequence of videos show a South African teacher preparing her students to draw a graph of some data and offers some insight into what can go wrong when students are working independently on data handling. | {{activity|wcd| on data handling videos.|15 }} The following sequence of videos show a South African teacher preparing her students to draw a graph of some data and offers some insight into what can go wrong when students are working independently on data handling. | ||
{{: Video/Pindi_Graphs3-10.mp4 }} | {{: Video/Pindi_Graphs3-10.mp4 }} | ||
The teacher reminds the students of work they had done on this enquiry in a previous lesson. She has planned for them to do quite a lot of graph drawing as part of this enquiry on exponentials. | The teacher reminds the students of work they had done on this enquiry in a previous lesson. She has planned for them to do quite a lot of graph drawing as part of this enquiry on exponentials. | ||
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* What are the benefits to the students of the teacher drawing the table on the chalk board? | * What are the benefits to the students of the teacher drawing the table on the chalk board? | ||
* Do you think it was a good idea to leave the table blank? Why? | * Do you think it was a good idea to leave the table blank? Why? | ||
{{: Video/Pindi_Graphs3-12.mp4 }} | {{: Video/Pindi_Graphs3-12.mp4 }} | ||
One of the things that teachers worry about when doing enquiry based activities in the classroom is the unpredictable nature of the work that students may produce. Watch the following video and discuss the ways that you might react when a student produces an interesting but unexpected graph. | One of the things that teachers worry about when doing enquiry based activities in the classroom is the unpredictable nature of the work that students may produce. Watch the following video and discuss the ways that you might react when a student produces an interesting but unexpected graph. | ||
{{: Video/Pindi_Graphs3-8a.mp4 }} | {{: Video/Pindi_Graphs3-8a.mp4 }} | ||
{{ednote|text= | {{ednote|text= | ||
Try to encourage participants to use the opportunity as a learning one for the whole class. This student has inadvertently discovered the beauty of a log graph, and that is to be celebrated! This is one of the benefits of EBL, there is plenty of room for creativity! | Try to encourage participants to use the opportunity as a learning one for the whole class. This student has inadvertently discovered the beauty of a log graph, and that is to be celebrated! This is one of the benefits of EBL, there is plenty of room for creativity! | ||
}} | }} | ||
{{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. | ||
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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 | [[image:pulseworksheet.png|500px]] | ||
{{ednote|text= | {{ednote|text= | ||
