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OER4Schools/Introduction to enquiry based learning: Difference between revisions
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OER4Schools/Introduction to enquiry based learning (view source)
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''"''''You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it."''''' | ''<nowiki>"'</nowiki>'''You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it."''''' | ||
'''Seymour Papert, MIT''' | '''Seymour Papert, MIT''' | ||
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}} | }} | ||
{{activity|wcd| - continuation of previous discussion|10}} Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own. | {{activity|wcd| - continuation of previous discussion|10}}. Continue the whole group discussion, augmenting the definition of enquiry-based learning to make it your own. | ||
= Benefits of Enquiry-Based Learning = | = Benefits of Enquiry-Based Learning = | ||
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{{fup|1}} '''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Your reflections can be oral using the dictaphone, you don't need to write them out, but please remember to include challenges you faced as well as benefits of new approaches you trialled. | {{fup|1}} '''PORTFOLIO.''' Continue collecting evidence for your OER4Schools portfolio by keeping track of your planning and implementation of an enquiry project, and reflecting on what you are learning as you go through the unit. Collect paper/electronic documents to show the whole process, beginning in this workshop session and throughout Unit 5. Please include copies (e.g. photographs/photocopies) of student work throughout the stages they go through (not just finished outcomes). Your reflections can be oral using the dictaphone, you don't need to write them out, but please remember to include challenges you faced as well as benefits of new approaches you trialled. | ||
As we are nearing the end of the year’s programme, we would also like to return to the ''''most significant change'''' technique and ask you to use your portfolio to create a story illustrating the biggest change you feel you have made in your thinking and practice over the year. | As we are nearing the end of the year’s programme, we would also like to return to the ''''<nowiki>most significant change'</nowiki>''' technique and ask you to use your portfolio to create a story illustrating the biggest change you feel you have made in your thinking and practice over the year. | ||
{{fup|2}} Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions). | {{fup|2}} Start planning for an enquiry-based ‘project day’ or ‘field trip’ for your own classroom and share your ideas in the next session. The questions (similar to the small group activity just now) below should be a useful starting point for your planning. Remember that the project or field trip should allow the students to explore an enquiry idea in some depth (and not just answer some closed and surface questions). | ||
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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;"| Questions have many answers. | | style="border:0.035cm solid #000000;padding:0.176cm;" | Questions have many answers. | ||
''Examples: '' | ''Examples: '' | ||
''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. | ||
''Examples:'' | ''Examples:'' | ||
