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Sampling techniques: Difference between revisions
From OER in Education
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The pedagogical purpose of this lesson for the learners is: | The pedagogical purpose of this lesson for the learners is: | ||
* An opportunity for them to analyse a ‘real scientific publication’. The selected articles are very demanding. There is no need to fully understand them, but it offers the students an opportunity to learn how to skim such materials and pick up the relevant information.<br /> | |||
* As a result of the teamwork this lesson should enable students to be critical of their colleagues work and enable them to improve their own and others’ information.<br /> | |||
* The summary stage should enable students to produce and present the results of their investigation. <br /> | |||
For teachers it may increase the variety of different examples available for ecological sampling. | For teachers it may increase the variety of different examples available for ecological sampling. | ||
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The following list is a guideline to how the lesson may be delivered:<br /> | The following list is a guideline to how the lesson may be delivered:<br /> | ||
* 5 minutes Teacher based starter i.e. explaining the task.<br /> | |||
* 20 minutes students research online using the provided articles and answering the questions.<br /> | |||
* 5 minutes for the groups to meet and start filling in their presentation poster.<br /> | |||
* 15 minutes for the students to research different organisms using different publications.<br /> | |||
* 5 minutes for the groups to meet and add information to the poster.<br /> | |||
* 10 minutes for a plenary where the groups present their findings. The teacher can also ask directed questions. | |||
'''Student learning that is supported''' | '''Student learning that is supported''' | ||
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This lesson offers the opportunity to expand the following learning scenarios:<br /> | This lesson offers the opportunity to expand the following learning scenarios:<br /> | ||
* Analysis of the scientific articles thereby supporting exploration and data analysis.<br /> | |||
* Collaborative learning by working in a group to prepare and produce the poster together.<br /> | |||
* The second meeting around the poster supports consolidation.<br /> | |||
* The presentation of the poster supports presentations skills. | |||
'''Tips for the teacher''' | '''Tips for the teacher''' | ||
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The following hints may be useful to keep in mind. It is important to:<br /> | The following hints may be useful to keep in mind. It is important to:<br /> | ||
* Form good grouping of your students.<br /> | |||
* Provide plenty of room for the groups to meet as well as fill in the poster.<br /> | |||
* Give time for the plenary e.g. students presentation followed by potential questioning. | |||
'''Pitfalls or issues to consider'''<br /> | |||
* As the students are working independently most of the time it is necessary to provide good supervision to ensure that they are and remain on task.<br /> | |||
* The scientific articles are quite challenging. Able students may need some encouragement and help to skim the information.<br /> | |||
* Less able students are provided with a differentiated worksheet that helps them answer the questions. | |||
'''Duration'''<br /> | '''Duration'''<br /> | ||
