Presenter: Karen Boyes Te Rā: - Wednesday 24th Feb 2010 Te Wā: - EEC Forum, Rotorua
Key Points: We need to teach for the children’s future, not our past. Let them make mistakes. That’s how people learn. The main ingredients of a inquiry approach are
Problem scenario (the hook or motivator)
An outside audience (wikispace, assembly or newsletter… it just needs to be somebody not involved in the project)
Group work (I’m not so sure this is essential. Personally I can think of times when an individual inquiry could be successful)
A due date.
Inquiry learning is more likely to make use of a range of the multiple intelligences
Self smart (e.g. intrapersonal)
Word smart (e.g. verbal / linguistic)
Picture smart (e.g.visual aids, special awareness)
Body smart (e.g.skills)
Logic smart (e.g. maths, logic, order)
Music smart
People smart (e.g. interpersonal skills)
Nature smart (e.g. conservation)
Relevance to teachers: The ingredients of an inquiry approach emphasised the need for an outside audience. This puts it into a real context and sits well with the call to publish via the internet
Summary: A forgettable presentation. It’s a good thing I took notes because I can’t even remember it!
Strategies / Suggestions to implement into the classroom: See above
Teaching in Authentic Contexts
Te Rā: - Wednesday 24th Feb 2010
Te Wā: - EEC Forum, Rotorua
We need to teach for the children’s future, not our past.
Let them make mistakes. That’s how people learn.
The main ingredients of a inquiry approach are
Inquiry learning is more likely to make use of a range of the multiple intelligences
The ingredients of an inquiry approach emphasised the need for an outside audience. This puts it into a real context and sits well with the call to publish via the internet
A forgettable presentation. It’s a good thing I took notes because I can’t even remember it!
See above