Design Thinking and iExplore at Ormiston Primary
bit.ly/iExploreAKL2018
Working on a problem that is relevant to their lives.
the first half of the process should be about the research
failure is important. If you're not _
spend time on questioning - developing questioning skills.
Turn the problem into a question. Making the question more specific.
An effective tool for problem-solving - Problem - two brothers not interacting positively in the playground. Encourage 'crazy' solutions. Want the students to think outside the square.
.
students then read and vote on the solution. Critical reflection of solutions.
So What? What Next?
I always find it a challenge to ensure our Class Inquiries are student-driven and have less teacher input. I think the 'Crazy 8' challenge frees up the worry of 'getting the wrong answer'. It will be an opportunity to incorporate this into our new Term Inquiry.
Developing Questioning skills has always been a focus with our learners, particularly our students with low oral language levels. I feel this needs to be our 'Oral Language' focus for the next term across our team. There is a lot of discussion opportunities within our Science focus, and vocabulary enrichment tasks. But are we supporting the development of questioning?
Our low learners need to learn how to ask a question of a partner with talking frames as support.
Who, what, where, when, why and or How
But we need opportunities to scaffold the next steps. Giving students opportunities to be autonomous, personalize their learning. Provide situations where there is not a right or wrong answer.
Jill Eggleton Questioning Prompts
bit.ly/iExploreAKL2018
Working on a problem that is relevant to their lives.
the first half of the process should be about the research
failure is important. If you're not _
spend time on questioning - developing questioning skills.
Turn the problem into a question. Making the question more specific.
An effective tool for problem-solving - Problem - two brothers not interacting positively in the playground. Encourage 'crazy' solutions. Want the students to think outside the square.
.
students then read and vote on the solution. Critical reflection of solutions.
So What? What Next?
I always find it a challenge to ensure our Class Inquiries are student-driven and have less teacher input. I think the 'Crazy 8' challenge frees up the worry of 'getting the wrong answer'. It will be an opportunity to incorporate this into our new Term Inquiry.
Developing Questioning skills has always been a focus with our learners, particularly our students with low oral language levels. I feel this needs to be our 'Oral Language' focus for the next term across our team. There is a lot of discussion opportunities within our Science focus, and vocabulary enrichment tasks. But are we supporting the development of questioning?
Our low learners need to learn how to ask a question of a partner with talking frames as support.
Who, what, where, when, why and or How
But we need opportunities to scaffold the next steps. Giving students opportunities to be autonomous, personalize their learning. Provide situations where there is not a right or wrong answer.
Jill Eggleton Questioning Prompts
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