2,188
edits
OER4Schools/Starting the enquiry based learning process: Difference between revisions
From OER in Education
OER4Schools/Starting the enquiry based learning process (view source)
Revision as of 08:46, 4 September 2014
, 10 years agoadded additional notes to the TESSA distance resource
JanetBlair (talk | contribs) m (added link to TESSA resource) |
JanetBlair (talk | contribs) m (added additional notes to the TESSA distance resource) |
||
| Line 205: | Line 205: | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Number of sides?''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''Number of sides?''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Sum of interior angles?''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''Sum of interior angles?''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Shape? ''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''Shape? ''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''What do you realise about the pattern?''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''What do you realise about the pattern?''' | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|- | |- | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| | | style="border:0.035cm solid #000000;padding:0.176cm;" | | ||
|} | |} | ||
| Line 350: | Line 350: | ||
** http://www.youtube.com/watch?v=tmMGwO4N0Vc | ** http://www.youtube.com/watch?v=tmMGwO4N0Vc | ||
* Video of a Zambian teacher doing this enquiry with her students | * Video of a Zambian teacher doing this enquiry with her students | ||
<nowiki> </nowiki>{{: Video/Judith.m4v }} | |||
== Idea C: Investigating the vegetables and trees within our community == | == Idea C: Investigating the vegetables and trees within our community == | ||
| Line 392: | Line 392: | ||
{{Related resources|text= | {{Related resources|text= | ||
TESSA [http://www.tessafrica.net/files/tessafrica/file/zambia/Numeracy/Module%203/Module.pdf/ Numeracy/Module 3/Section 5/Investigating distance] | TESSA [http://www.tessafrica.net/files/tessafrica/file/zambia/Numeracy/Module%203/Module.pdf/ Numeracy/Module 3/Section 5/Investigating distance] | ||
This substantial resource will help you to develop ways of teaching measurement of length in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations around distance. There are a number of case studies that may help address some of the questions that you might have after studying this session. | |||
| Line 455: | Line 457: | ||
{| 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;"| '''‘Real’ Questions''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Real’ Questions''' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''‘Productive’ Questions''' | | style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Productive’ 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. | ||
| Line 468: | Line 470: | ||
''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. | ||
| Line 475: | Line 477: | ||
''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | ''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer). | | style="border:0.035cm solid #000000;padding:0.176cm;" | Questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer). | ||
''Examples should come from the students themselves!'' | ''Examples should come from the students themselves!'' | ||
| style="border:0.035cm solid #000000;padding:0.176cm;"| Questions help students to delve more deeply into an enquiry area. May be posed by the teacher initially to support and progress students’ enquiries. | | style="border:0.035cm solid #000000;padding:0.176cm;" | Questions help students to delve more deeply into an enquiry area. May be posed by the teacher initially to support and progress students’ enquiries. | ||
