OER4Schools/Collecting and interpreting information part 2/review of follow up
Part A: (5 mins) You were asked to tidy up and make sense of the data for the group enquiry activities (A-E) 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 B: (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?).
- Students’ engagement and competence in conducting an experiment, searching for information or resources themselves.
- Students’ engagement and competence in interpreting the information or data themselves.
- Teacher’s role as a guide and co-learner with the students.
- Availability and accessibility of resources (e.g. internet).