# Difference between revisions of "GeoGebraSTEM exploration day/teaching approach"

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− | The activity consists of 3 half-day workshops interspersed with home-working and on-line collaboration. Each workshop is part tutorial and help in GeoGebra, part development, presentation and feedback on their emerging work. The three half-day sessions become gradually less structured as students become more confident taking the initiative in developing their own work: | + | The half-term activity consists of 3 half-day workshops interspersed with home-working and on-line collaboration. Each workshop is part tutorial and help in GeoGebra, part development, presentation and feedback on their emerging work. The three half-day sessions become gradually less structured as students become more confident taking the initiative in developing their own work: |

− | + | An initial GeoGebra tutorial session features ‘real life’ examples such as mathematical {{teachtag|modelling}} and {{teachtag|visualisation}} from photographs of patterns and structure in flowers and architecture; exercises such as “math aerobics” where students model algebraic functions kinaesthetically; and data analysis and exploration such as from astronomy (Kepler's 3rd law) and athletic performance (Usain Bolt’s 100m sprints). Realistic examples such as these, or from students’ previous work, are essential to get the ball rolling. | |

− | Following this, the onus is very much on the | + | Following this, the onus is very much on the student’s own initiative. The focus on ‘real life’ and student ownership of ideas and project development increases student motivation. |

− | The activity engages pupils in group talk | + | |

− | + | The activity engages pupils in {{teachtag|group talk}}, {{teachtag|mathematical thinking}} and {{teachtag|language|vocabulary}}. This {{teachtag|open ended}} task develops {{teachtag|higher order}} {{teachtag|reasoning}}, and encourages {{teachtag|whole class}} {{teachtag|discussion}}/{{teachtag|questioning}} and {{teachtag|inquiry}} projects. |

## Latest revision as of 08:39, 28 September 2012

The half-term activity consists of 3 half-day workshops interspersed with home-working and on-line collaboration. Each workshop is part tutorial and help in GeoGebra, part development, presentation and feedback on their emerging work. The three half-day sessions become gradually less structured as students become more confident taking the initiative in developing their own work:

An initial GeoGebra tutorial session features ‘real life’ examples such as mathematical modelling^{(ta)} and visualisation^{(ta)} from photographs of patterns and structure in flowers and architecture; exercises such as “math aerobics” where students model algebraic functions kinaesthetically; and data analysis and exploration such as from astronomy (Kepler's 3rd law) and athletic performance (Usain Bolt’s 100m sprints). Realistic examples such as these, or from students’ previous work, are essential to get the ball rolling.
Following this, the onus is very much on the student’s own initiative. The focus on ‘real life’ and student ownership of ideas and project development increases student motivation.

The activity engages pupils in group talk^{(ta)}, mathematical thinking^{(ta)} and vocabulary^{(ta)}. This open ended^{(ta)} task develops higher order^{(ta)} reasoning^{(ta)}, and encourages whole class^{(ta)} discussion^{(ta)}/questioning^{(ta)} and inquiry^{(ta)} projects.