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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 12:24, 17 September 2012
, 13 years ago→Posing Real and Productive Questions
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{{activity|Whole Group Game}} To start, decide on a topic to pose questions about to your colleagues. One person starts with an open-ended question that can be either real or productive. The next person could either comment on the previous question (e.g. how can we answer that question? Is it possible to find answers to that question?) or respond with a related open-ended question. This goes on as long as there is no repeating of a previous question. For example, the topic might be on light: | = A questioning game = | ||
{{activity|Whole Group Game}} This game is about learning to ask open and real questions. The idea is that you go round your group, and practice questioning. | |||
To start with, decide on a topic to pose questions about to your colleagues. One person starts with an open-ended question that can be either real or productive. The next person could either comment on the previous question (e.g. how can we answer that question? Is it possible to find answers to that question?) or respond with a related open-ended question. This goes on as long as there is no repeating of a previous question. For example, the topic might be on light: | |||
* Teacher A: Why is it important to have light? | * Teacher A: Why is it important to have light? | ||
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* Teacher D: Who or what do you think particularly need light? | * Teacher D: Who or what do you think particularly need light? | ||
* Teacher E: How does light help or not help people? | * Teacher E: How does light help or not help people? | ||
* Teacher | * Teacher A: How does light come about? | ||
* Teacher | * Teacher B: What kind of process is involved in seeing light? | ||
* Teacher | * Teacher C: What is the speed of light ? | ||
* Teacher | * Teacher D: I think the previous question does not lead to a productive discussion since it only has one correct answer, so how about changing it to: ‘How do we find out about the properties of light such as the speed?’ | ||
So now, choose topic, and start asking questions! After you have gone round the group once or twice (depending on the size of the group) you might want to do another round with another topic. | |||
'''Bigger and smaller questions.''' You will realise that some of the questions are ‘bigger’ than the rest in terms of the possibilities that the question can be ‘broken down’ into ‘smaller’ ones. It is probably easier to respond to the ‘smaller’ sub-questions than the ‘bigger ones’. Therefore, responding to the smaller questions will give clues to answering the bigger questions. Bigger questions might frame a whole enquiry whereas smaller, sub-questions might collectively structure that enquiry. | {{activity|reflection}} '''Bigger and smaller questions.''' You will realise that some of the questions are ‘bigger’ than the rest in terms of the possibilities that the question can be ‘broken down’ into ‘smaller’ ones. It is probably easier to respond to the ‘smaller’ sub-questions than the ‘bigger ones’. Therefore, responding to the smaller questions will give clues to answering the bigger questions. Bigger questions might frame a whole enquiry whereas smaller, sub-questions might collectively structure that enquiry. | ||
Examples: | Examples: | ||
