OER4Schools/Presenting findings of enquiries: Difference between revisions

= Review of homework =  

{{activity|Small group activity}} '''(30 mins) '''Get into your small group of last week’s ‘making use of enquiry ideas A-D’ activity to discuss your homework tasks.

'''Part A:''' (5 mins) You were asked to try out a mini-GeoGebra enquiry lesson in your class. Discuss in your small groups the following questions:

'''Part B:''' (5 mins) You were asked to tidy up and make sense of the data for the group enquiry activities (A-D) for presentation this week. Spend some time discussing who will be presenting and to finalise what resources (e.g. charts, models, maps) your group will need for the presentation.

'''Part C and D: '''(20 mins)''' '''Some of your colleagues may have carried out the beginning stage of a ‘field’ or ‘project’ day in their class. Invite these colleagues to share how their extended enquiry-based learning (EBL) lessons are going. They could do this by giving PMIs of '''at least two''' of the following considerations of a successful EBL lesson:  

* Nature of enquiry tasks (e.g. are they open-ended enough so that students could also take some responsibility to research and find ways to investigate different enquiry ideas, rather than just producing an answer or a solution?).

* Students’ involvement in framing enquiry tasks and questions (e.g. can you persuade students to ask more questions without feeling shy or stupid?).

= Objectives for this session =

The objectives are to

* learn about what to look out for in presenting data and findings for an EBL lesson  

* carry out an actual presentation of an EBL activity

* reflect on how EBL activities can be carried out more seamlessly in ‘everyday’ lessons

= Making use of ICT in EBL =

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:

{{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.  

=Modes of presentation=

{{activity| Whole group activity}} (10 mins) In all of the video clips you have seen, students present through speaking to the class and using visual props / displays of their work. What other means of presentation can they use, for more variety and to capture different kinds of outcomes? Which of these are feasible in your context?  

{{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?!}}

=Presenting Findings - Criteria of Assessment =

{{activity| Whole group activity}}''' (20 mins) '''You have watched and discussed the different considerations of what a good presentation may entail. List all the criteria that you think your students should be informed about, when they prepare and eventually present their enquiry findings.  

{{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:

=Presenting Findings – Group Presentation =

{{activity| Whole Group activity}} (30 mins) Have a go now at presenting your enquiry findings (for activities A-D) that you have worked on together in your small groups for the past weeks. Ensure that you present HOW you arrived at your conclusions. Decide on the maximum time that you would allow each group to present (we suggest 5-8 mins) and allocate a time-keeper. At the end of each presentation, allow the audience to ask questions for clarification (we suggest 3-5 mins).  

The audience should make use of the assessment rubric above (or any revised version of the criteria and descriptors) to provide constructive feedback on the strength of the presentation and what areas could be improved on (as we will expect learners to do in the classroom).

= Homework =   

== 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:

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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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