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OER4Schools/Starting the enquiry based learning process: Difference between revisions
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OER4Schools/Starting the enquiry based learning process (view source)
Revision as of 15:42, 9 September 2012
, 13 years ago→Levels of Enquiry
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''Example of Question: You have come across this rather interesting regular polygon and are interested to find out what would be the total interior angles of it. How can you go about finding this out and be sure that the answer is correct? Where do you think you can see this polygon in the real world?'' | ''Example of Question: You have come across this rather interesting regular polygon and are interested to find out what would be the total interior angles of it. How can you go about finding this out and be sure that the answer is correct? Where do you think you can see this polygon in the real world?'' | ||
[[Image:]] | [[Image:Unit5.2StartingtheEnquiryProcess.3.jpg]] | ||
Teacher directed students to some resources that they could search online. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days. | Teacher directed students to some resources that they could search online. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days. | ||
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There is no single correct way to teach or to conduct an enquiry. Effective teachers are resourceful and have a whole repertoire of teaching strategies which they draw on as appropriate, according to the topic, task, level of student confidence and knowledge. The diagram below shows how levels of teacher support and student independence might vary. | There is no single correct way to teach or to conduct an enquiry. Effective teachers are resourceful and have a whole repertoire of teaching strategies which they draw on as appropriate, according to the topic, task, level of student confidence and knowledge. The diagram below shows how levels of teacher support and student independence might vary. | ||
[[Image:]] | [[Image:Unit5.2StartingtheEnquiryProcess.4.jpg]] | ||
{{ednote|text= The differences between the approaches of the four teachers can be understood based on '''differing levels of teacher support or scaffolding (maximum for teacher A) '''for the students and '''students’ independence in their learning (maximum for teacher D)'''. While we hope that we can help our students to take up more responsibility and ownership through enquiry-based learning, we trust that the teachers can make appropriate decisions on which level of support or scaffolding is best suited for their students at any point. One thing that can be common across the approaches is that a teacher should always strive to be a co-learner with the students and not assume that he/she already has all the answers. Be prepared for surprises and that the students’ questions and findings might be very illuminating indeed!}} | {{ednote|text= The differences between the approaches of the four teachers can be understood based on '''differing levels of teacher support or scaffolding (maximum for teacher A) '''for the students and '''students’ independence in their learning (maximum for teacher D)'''. While we hope that we can help our students to take up more responsibility and ownership through enquiry-based learning, we trust that the teachers can make appropriate decisions on which level of support or scaffolding is best suited for their students at any point. One thing that can be common across the approaches is that a teacher should always strive to be a co-learner with the students and not assume that he/she already has all the answers. Be prepared for surprises and that the students’ questions and findings might be very illuminating indeed!}} | ||
