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OER4Schools/Presenting findings of enquiries: Difference between revisions
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OER4Schools/Presenting findings of enquiries (view source)
Revision as of 23:28, 23 September 2012
, 12 years ago→Making use of ICT in EBL
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= Making use of ICT in EBL = | = Making use of ICT in EBL = | ||
{{activity|Small group activity}} | {{activity|Small group activity}} (20 mins) Navigate to the ‘Balancing Act’ simulation by following the link below. Play with the simulation for a few minutes and think about how you might use it in an EBL lesson. Can you come up with one or two enquiry questions that could be investigated using the simulation? Discuss with your colleagues how students would record their answers to these questions. | ||
Navigate to the ‘Balancing Act’ simulation by following the link below. Play with the simulation for a few minutes and think about how you might use it in an EBL lesson. Can you come up with one or two enquiry questions that could be investigated using the simulation? Discuss with your colleagues how students would record their answers to these questions. | |||
http://phet.colorado.edu/en/simulation/balancing-act | http://phet.colorado.edu/en/simulation/balancing-act | ||
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These are some possible extension activities you can do choose to do in your own time: | These are some possible extension activities you can do choose to do in your own time: | ||
1. Study other simulations that have been developed, on the web page: | 1. Study other simulations that have been developed, on the web page: | ||
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2. Come up with some headings under which to review the simulations and resources that this website pages could offer for an EBL lesson. For instance, you could assess the simulations and resources in terms of: | 2. Come up with some headings under which to review the simulations and resources that this website pages could offer for an EBL lesson. For instance, you could assess the simulations and resources in terms of: | ||
i. level of enquiry they promote | i. level of enquiry they promote | ||
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v. relevance to your teaching subjects or curriculum in general | v. relevance to your teaching subjects or curriculum in general | ||
=Presenting Findings: Watching Some Examples = | =Presenting Findings: Watching Some Examples = | ||
