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Teaching Approaches/Inquiry: Difference between revisions
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→What characterises higher-order scientific enquiry skills?
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=What characterises higher-order scientific enquiry skills?= | =What characterises higher-order scientific enquiry skills?= | ||
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsEnquiry|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following: | {{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsEnquiry|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following: | ||
'''Plan''' | |||
* recognise that science is based on evidenced theories rather than facts | * recognise that science is based on evidenced theories rather than facts | ||
* justify the methods and strategies that are going to be used in the enquiry | * justify the methods and strategies that are going to be used in the enquiry | ||
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* determine success criteria in complex, abstract tasks | * determine success criteria in complex, abstract tasks | ||
'''Develop''' | |||
* communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience | * communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience | ||
* measure systematically with accuracy | * measure systematically with accuracy | ||
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* apply abstract, linked scientific knowledge in a way that demonstrates understanding | * apply abstract, linked scientific knowledge in a way that demonstrates understanding | ||
'''Reflect''' | |||
* evaluate success criteria in complex, abstract tasks | * evaluate success criteria in complex, abstract tasks | ||
* link the learning to abstract ideas in order to make further predictions | * link the learning to abstract ideas in order to make further predictions | ||
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==What are the features of quality enquiries?== | ==What are the features of quality enquiries?== | ||
===Learner-centred learning=== | ===Learner-centred learning=== | ||
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsGoodEnquiry|In order to set appropriate enquiries, it is important to know learners' prior skills, knowledge and understanding. Knowing where learners are in a continuum will enable teachers and learners to better negotiate where learners need to go next and how best to get there; high quality [[Category:Assessment|assessment]] is key to this. | {{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsGoodEnquiry|In order to set appropriate enquiries, it is important to know learners' prior skills, knowledge and understanding. Knowing where learners are in a continuum will enable teachers and learners to better negotiate where learners need to go next and how best to get there; high quality [[:Category:Assessment|assessment]] is key to this. | ||
'''Classroom management''' | |||
Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[Category:Collaboration|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[Category:Group work|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[Category:Questioning|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas.}} | Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[:Category:Collaboration|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[:Category:Group work|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[:Category:Questioning|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas.}} | ||
=Inquiry and Mathematics Teaching= | =Inquiry and Mathematics Teaching= | ||
