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OER4Schools/Starting the enquiry based learning process: Difference between revisions

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Rejigged the PMI activity following feedback from Abel
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(Rejigged the PMI activity following feedback from Abel)
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Students worked on their own to derive a general formula. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days.
Students worked on their own to derive a general formula. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days.


{{Activity|Small Group Discussion}} Do a PMI (positives, minuses, interesting) activity here where teachers work in groups of two or three and consider the PMIs of each approach.  
{{Activity|Small Group Activity}} Before having a brief discussion on the differences of the levels of enquiry, it may be helpful to do a PMI (positives, minuses, interesting) activity where you work in groups of two or three and consider the PMIs of each approach.  Remember, you can also use a PMI activity to consider the possible pros and cons of a random statement as in the ‘Plants can now walk in our World!’ statement in 5.1.  


Do a PMI activity means come up with something '''P'''ositive about and a '''M'''inus point about as well as something '''I'''nteresting about, in this case, the enquiry levels/approaches used by Teachers A, B, C and D. (Remember, you can also use a PMI activity to consider the possible pros and cons of a random statement as in the ‘Plants can now walk in our World!’ statement in 5.1.)
Do a PMI activity and come up with something '''P'''ositive about and a '''M'''inus point about as well as something '''I'''nteresting about, in this case, the enquiry levels/approaches used by Teachers A, B, C and D and/or consider the following questions for discussion:


During this activity, each group will consider all 4 levels of enquiry (as represented by Teachers A to D) but to extend their thinking, each group will have to come up with different PMIs than the group before them.
# What do you think are the main differences between the levels of enquiry?
# Where do you see yourself (Teacher A-D?) in terms of conducting an enquiry-based learning activity in your class if you were to teach them today? Why do you say that?
# Do you think there is a possibility that you will consider using a different approach to start an enquiry-based lesson in your class if you are given some time to plan? What and how will you go about trying?


Here is one way of organising this activity:  
{{ednote|text=Here is one way of organising the PMI activity so that all groups consider all 4 levels of enquiry - as represented by Teachers A to D:
* Place a piece of A4 paper with the title: ‘'''Teacher A: Demonstrated Enquiry'''’ on a desk (desk A) in one corner of the room.
* Place a piece of A4 paper with the title: ‘'''Teacher A: Demonstrated Enquiry'''’ on a desk (desk A) in one corner of the room.
* Then place a second piece of paper with the title: ‘'''Teacher B: Structured Enquiry'''‘ on a desk (desk B) in another corner of the room.
* Then place a second piece of paper with the title: ‘'''Teacher B: Structured Enquiry'''‘ on a desk (desk B) in another corner of the room.
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* Each group starts on a different desk. They will read through the enquiry approach for that Teacher, have a short discussion about the PMI’s of the Teacher/enquiry approach and write them down before moving on to the next desk in the A,B,C,D sequence (so A moves to B, B moves to C etc.).  
* Each group starts on a different desk. They will read through the enquiry approach for that Teacher, have a short discussion about the PMI’s of the Teacher/enquiry approach and write them down before moving on to the next desk in the A,B,C,D sequence (so A moves to B, B moves to C etc.).  


Here is where the groups should be at each stage of the activity (based on 3 groups) :
After the first move, there will already be something positive ('''P'''), something negative ('''M''') and an interesting point ('''I''') written on the paper now in front of each group. If there are only three groups, the group starting at desk C and moving on to desk D will be greeted with another blank piece of paper Each group will read through the enquiry approach for that Teacher but they will have to think more deeply about ''their'' PMIs, moving beyond the obvious (so, they should not repeat what has been written but should extend their thinking, perhaps using those ideas). The third group to arrive at that desk will hopefully be able to use the other groups ideas to delve even deeper. By perpetuating this cycle all groups will get to discuss each of the Teachers with an increasing level of challenge to their thinking.  
 
{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| Start
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 1 at desk A
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 2 at desk B
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 3 at desk C
 
|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| After first move
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 1 at desk B
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 2 at desk C
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 3 at desk D
 
|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| After second move
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 1 at desk C
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 2 at desk D
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 3 at desk A
 
|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| After third move
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 1 at desk D
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 2 at desk A
| style="border:0.035cm solid #000000;padding:0.176cm;"| Group 3 at desk B
 
|}
 
After the first move, there will already be something positive ('''P'''), something negative ('''M''') and an interesting point ('''I''') written on the paper now in front of each group*. Each group will read through the enquiry approach for that Teacher but they will have to think more deeply about ''their'' PMIs, moving beyond the obvious (so, they should not repeat what has been written but should extend their thinking, perhaps using those ideas). The third group to arrive at that desk will hopefully be able to use the other groups ideas to delve even deeper. By perpetuating this cycle all groups will get to discuss each of the Teachers with an increasing level of challenge to their thinking.  
 
*unless there are only three groups in which case group starting at desk C and moving on to desk D will be greeted with another blank piece of paper


At the end of the activity, the four pieces of paper could be displayed so that everyone can see what has been written. Another discussion may arise out of this process, but that’s enquiry for you!
At the end of the activity, the four pieces of paper could be displayed so that everyone can see what has been written. Another discussion may arise out of this process, but that’s enquiry for you!


# Where do you see yourself (Teacher A-D?) in terms of conducting an enquiry-based learning activity in your class if you were to teach them today? Why do you say that?
Another way to do this activity is to move the pieces of A4 paper from group to group. This works well if there are the same number of groups as pieces of paper -
# Do you think there is a possibility that you will consider using a different approach to start an enquiry-based lesson in your class if you are given some time to plan? What and how will you go about trying?
Groups each choose from Teachers A, B, C or D, feedback one PMI related to their choice, and then pass their chosen teacher (piece of paper) on for the next group to consider. The next group must come up with a different PMI for that same Teacher. By the end of the activity each of A, B, C and D should have 4 PMI comments.  The feedback comments could be written on the board by the facilitator for ongoing discussion or written on the piece of A4 paper and passed on.}}
 
Another way to do this activity is to move the pieces of A4 paper from group to group. This works well if there are the same number of groups as pieces of paper.
 
Groups each choose from Teachers A, B, C or D, feedback one PMI related to their choice, and then pass their chosen teacher on for the next group to consider. The next group must come up with a different PMI for that same teacher. By the end of the activity each of A, B, C and D should have 4 PMI comments (these could be written on the board by the facilitator so that groups know what has been said before or one piece of A4 paper could be given to each group and these could be displayed afterwards).


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.
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