OER4Schools/Presenting findings of enquiries: Difference between revisions

'''Video A: Grade 7 Zambian students in Abel’s class presenting outcomes of their GeoGebra enquiry on the relationship between area and perimeter '''(spend 10 mins)

Consider these questions as you watch:

# What kind of feedback would you give the students?  

# Would it be useful if the students presented some reflections on their work (as well as their solutions)? What kind of reflections could you ask them to include?

# Could there be other ways for the students to present their work? What kind of preparation would they need and how could you assist them?

{{ednote|text=

The teachers should emphasise at each stage of the enquiry that students’ investigation is a '''journey''' and that finding new information is exciting, especially when unexpected. The final presentation stage is an integral part of an enquiry activity which contrasts with traditional pen and paper assessment methods. The emphasis should be on telling a particular audience the personal story of the '''“learning journey”,''' rather than just recounting and reporting the facts as in a test paper. The objective is not just to state the answer but to share how the students arrived at a particular finding(s) and what OTHER possible enquiry questions may have arisen from this current enquiry activity. }}

'''Video B: Secondary school students from various countries presenting their recommendations on basic rights of education for a child during a Project Citizen National Finals, sponsored by the U.S. Embassy (10 mins)'''

Consider these questions as you watch:

# What do you notice about the fluency and confidence of the presentations?

# How can you help your students to be more fluent and confident in their presentations?

{{ednote|text= Do not be overly concerned if your students have gaps in their basic skills like reading or spelling in their first few presentations. You can point it out if you feel it’s necessary but the most important aspect of the enquiry approach is to help the students to become motivated to find out answers about what they are curious about the world around them. Notice that the students who present in this video clip have demonstrated poise, confidence and a lot of passion!

We should hope that your students would be equally excited to present their learning journey and the affirmation they receive from you and their classmates should energise them further in making more enquiries on their own. }}

=Modes of presentation=

{{ednote|text=  

Presentations can take place through posters, dance, role play, cartoons, photograph sequences, charts and graphs, mind maps etc. Encourage the participants to think laterally about different options. Some may even involve audience participation?!}}

{{ednote|text= The facilitator should write down all the suggestions on the blackboard or a sheet of paper}}

Now look at this example of an assessment rubric for class presentation:  

http://drsaraheaton.files.wordpress.com/2010/12/presentation-grading-rubric4.pdf  

An assessment rubric like the one you have seen above provides the criteria for assessment and the list of descriptors of performance at the different levels.  

Discuss these questions:

== Part A ==

You should try out a mini-EBL lesson (if you have not already done so) and proceed on to complete the more extended EBL ‘'''field or project day’'''; this is where your students will '''complete their enquiries, analyse their findings and present them''' to the class. The presentation session needs careful handling if the learning outcomes are to be fully achieved.  

'''[Resource] '''Note that the site http://www.our-africa.org/zambia/climate-agriculture may be useful for the project on what crops are grown.

'''''Conducting the enquiry / Data collection'''''

'''Please ensure that students’ work throughout the enquiry is documented.''' You could use a digital camera to photograph both the students doing their activities and the outcomes.  

Ask them to record what they are doing throughout, using separate sheets of paper where applicable rather than subject notebooks, so that these can be collated at the end and photocopied. These records can feed into your '''portfolio'''.

'''''Presentations:'''''

* Ensure that your students present their findings in the form of their '''learning journey''' (ie. WHY and HOW they have arrived at their conclusions? How much evidence is there for their claims?), rather than just presenting a particular solution.  

* They should be able to '''reflect''' on how they may approach the enquiry task differently next time and how they this task has prompted them to think of other enquiry topics or questions. Encourage your students to make use of '''different presentation formats''' (e.g. role play, skit, song and dance presentation) and resources (e.g. charts/tables/diagrams, actual models, notes for the audience, series of images).  

The reporting stage can be followed by a '''‘consolidation’ stage''' where the pupils are encouraged to use the information they have gained to further advance their knowledge and understanding. This kind of reflective discussion, where the group outcomes are shared, can be very useful. '''''(from TESSA Key Resource: “Using investigations in the classroom”)'''''

== Part B ==

The full sets of '''reflection questions''' on your own planning and implementation of EBL lessons are listed below. You may like to take some time to make use of the questions to reflect on how successfully you think you have managed to capture the ‘spirit’ of enquiry in your class in the last few weeks. Please make a full audio reflection for Parts B and C using your dictaphone.  

Watch the following clip to review what EBL is about:

You might still have some concerns about whether EBL will really work in your classroom. What are your concerns and what are some take-away messages for yourself? How will you proceed to use/adapt EBL more seamlessly in your future lessons?  

'''Planning Stage'''

* Will there be shared lesson objectives or would it differ considerably depending on that enquiry work is chosen?

* How will the enquiry tasks support enquiry, questioning and discussion?

== Part C ==

(after the final enquiry stage is implemented)

You have learnt quite a lot about EBL and have had gone through a full cycle of EBL with your colleagues in the past few weeks. Write down your thoughts on EBL (based on the reflection questions, concerns and any other take-away messages) and a few ideas on what you would like to try out for your future planning and implementation of EBL in your class. This can be one of the documents to be filed in your portfolio.

Referring to what you have written down, complete the following questionnaire to review how much you have learnt and tried to practise EBL in your classrooms. Circle the choice that best represents how you feel about each topic in this unit. There are no right or wrong answers! You may be inspired to write down some further thoughts on learning about and trying out EBL in the future '''after''' you have completed the questionnaire.  

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