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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 23:42, 23 September 2012
, 12 years ago→Presenting Findings: Watching Some Examples
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=Presenting Findings: Watching Some Examples = | =Presenting Findings: Watching Some Examples = | ||
{{activity| Whole group activity}} (30 mins) You will be watching a few video clips on students presenting their work after some research and preparation of an enquiry topic. Consider the questions that follow after each of the video clips and discuss as a whole group. | {{activity| Whole group activity}} (30 mins) You will be watching a few video clips on students presenting their work after some research and preparation of an enquiry topic. Consider the questions that follow after each of the video clips and discuss as a whole group. | ||
'''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) | '''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: | Consider these questions as you watch: | ||
# What kind of feedback would you give the students? | # 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? | # 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? | # 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? | ||
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{{ednote|text= | {{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. }} | 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)''' | '''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: | Consider these questions as you watch: | ||
# What do you notice about the fluency and confidence of the presentations? | # 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? | # How can you help your students to be more fluent and confident in their presentations? | ||
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{{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! | {{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. }} | 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. }} | ||
'''Video C: American secondary students presenting their findings on cyber-bullying to a panel of professionals in a Project Citizen State Showcase (10 mins)''' | '''Video C: American secondary students presenting their findings on cyber-bullying to a panel of professionals in a Project Citizen State Showcase (10 mins)''' | ||
Consider these '''questions''' as you watch: | Consider these '''questions''' as you watch: | ||
# What do you notice about the way that the students organise themselves to present their findings? Is it effective? Why? | # What do you notice about the way that the students organise themselves to present their findings? Is it effective? Why? | ||
# What do you notice about the resources that the students have prepared for the presentations? Is it effective? Why? | # What do you notice about the resources that the students have prepared for the presentations? Is it effective? Why? | ||
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{{ednote|text= It takes a lot of time and practice for a group student presentation to reach this level of quality. The facilitator should point out that even though this is an older group of students presenting, it should not be impossible for their students to be able to prepare the necessary resources and allocation of different roles through extended time of preparation. The key here is time for preparation! Do not expect your students to be able to come up with a good presentation unless you have shown them good examples of a good presentation and also, give them the time to prepare and try out different presentation formats! For example, they might ‘storyboard’ the presentation (plan it out step-by-step, using drawings or notes where helpful) before doing it live. }} | It takes a lot of time and practice for a group student presentation to reach this level of quality. The facilitator should point out that even though this is an older group of students presenting, it should not be impossible for their students to be able to prepare the necessary resources and allocation of different roles through extended time of preparation. The key here is time for preparation! Do not expect your students to be able to come up with a good presentation unless you have shown them good examples of a good presentation and also, give them the time to prepare and try out different presentation formats! For example, they might ‘storyboard’ the presentation (plan it out step-by-step, using drawings or notes where helpful) before doing it live. | ||
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=Modes of presentation= | =Modes of presentation= | ||
