![]() I would try to encourage the students to explain concepts and definitions in their own words, ask for justification and clarification before providing them with new labels, definitions and theory. During this stage I would use what students had discovered in the explore stage to help them build a concept. This is an opportunity for students to test their predictions, problem solve, research, ultimately find out themselves.)įollowing the explore stage I would next go onto the “Explain” stage of the lesson. ![]() ![]() (In Scientific enquiry using Piagets theory, this is a time for disequilibrium. As the teacher, you should set up the task, but then become the facilitator, helping students by asking questions and observing. ![]() In this stage you want to engage interest and curiosity, raise “The BIG questions” and provide the “HOOK” for why the students want to learn.ĭuring the “Explore” stage, pupils should be given opportunities to work together, independent of you,their teacher to explore. This can come before or after the elicit stage. This is also a good opportunity to deal with students misunderstandings. This can be done in a variety of ways, such as “Quick Quizes, MCQs, Post-it notes, mini whiteboards, KWL, traffic lights etc. Here you can find out what the students know by eliciting responses from them. In most cases you will start with the “Elicit”.
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