Post on 08-Jan-2017
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
ScenariosWhat they are and how you use them
04-06-2016Ellen Wassink-KampHenny Leemkuil
What is a scenario A Go-Lab scenario describes, in a domain
independent way, all activities, materials, and interactions for teachers and learners that comprise a complete (online and offline) Go-Lab inquiry learning experience.
Blueprint for an ILS How an ILS fits in a wider classroom
setting
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme) 2
A Go-Lab scenario describes, in a domain independent way, all activities, materials, and interactions for teachers and learners that comprise a complete (online and offline) Go-Lab inquiry learning experience.
Blueprint for an ILSHow an ILS fits in a wider classroom
setting
A Go-Lab scenario describes, in a domain independent way, all activities, materials, and interactions for teachers and learners that comprise a complete (online and offline) Go-Lab inquiry learning experience.
Blueprint for an ILSHow an ILS fits in a wider classroom
setting
A Go-Lab scenario describes, in a domain independent way, all activities, materials, and interactions for teachers and learners that comprise a complete (online and offline) Go-Lab inquiry learning experience.
Blueprint for an ILSHow an ILS fits in a wider classroom
setting
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How do they differ
Scenarios differ • Phases in the ILS• The activities included• Combination between offline and online
activities • Individual or collaborative work• Focus on skills
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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What do they contain
The goal in each specific phase Suggestion for activities Suggestions for tools Additional tips Link to an example ILS
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Where can you find them
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Why use them
Helps you to focus on specific skills• Collaborative skills• Reflection• critical thinking• Etc.
Tells you how to organise your lesson around an ILS
Helps you to change things up once in a while© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Six scenarios
The basic scenario The jigsaw approach Six changing hats Learning by critiquing Find the mistake Structured controversy
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Basic scenario
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Basic scenario
The one most of you have been using The familiar five phases fundamental inquiry tasks • identifying variables• making predictions• conducting experiments• drawing evidence-based conclusions
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Jigsaw
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Jigsaw
A form of group learning where each student needs to cooperate with his or her peers to achieve learning goals
Each student's contribution is necessary for the preparation of the final outcome
Students• Learn to present information to their
classmates• Practice in arguing their case• Gain collaborative skills
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Jigsaw
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
Expert group 1
Expert group 2
Expert group 3
OrientateFormulate hypotheses/question
Group 1 Group 2 Group 3
Draw conclusionsreflect
Investigate variable 1
Investigate variable 2
Investigate variable 3
Group 1 Group 3Group 2
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Six thinking hats
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Six thinking hats
Edward de Bono’s (1999) Students wear imaginative hats
representing a mode of thinking By switching hats participants students
refocus or redirect their thoughts and interactions
Students• Are stimulated to be more creative• Gain problem solving skills• Are stimulated in diversity of thoughts and
empathy© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Six thinking hats
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Six thinking hats
Formulating an hypothesis
Put your white hat on. What do you already know?
Put your red hat on. What does your intuition say, how will it work?
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Six thinking hats
Reflection
Put your yellow hat on. What did you do very well?
Put your black hat on. What should you do differently.
Put your green hat on. How could you use these conclusion in daily life?
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Learning by critiquing
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Learning by critiquing
Students judge the quality of an experimental set-up
For older students Students learn to• Judge information• Judge validity and reliability of an experiment• Present and defend opinions
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Learning by critiquing
Students judge based on a set of criteria given by the teacher
Come up with a better experiment Write a report Judge the report of other students
Extra phases: • General orientation and a specific orientation• Critical reflection
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Find the mistake
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Find the mistake
Spotting mistakes of other (fictitious) students on a specific subject
Suitable for younger students Students• Clear up some common misconceptions• Work more focused in their inquiry• Gain more conceptual knowledge
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Find the mistake
Wrong idea is presented by a fictitious character
Students translate this idea in a hypothesis
Perform an experiment and draw conclusions
Another option is to let students find out who is right and who got it wrong
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Structured controversy
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Structured controversy
Uses a controversial socio-scientific issue to engage students
Pairs inquiry-based science education with civic responsibility
Students• Gain skills to evaluate science critically • Gain kills to participate in constructive
dialogue about socio-scientific issues
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Structured controversy
First lessonStudents work individually in the ILS to acquire content knowledge and collect empirical evidence to support their argument Second lessonStudent are split into 2 opposing teams to argue the topic. After the debate there will be a collaborative group discussion searching for a compromise solution
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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How do you choose
Skills you want to focus on Collaboration or work individual Skills and knowledge of your students Time available
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
Let’s try it out
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme) 28
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What are you going to do
Everyone will choose a scenario two work with
You will all work with the same lab You will design a lesson around the lesson
following the scenario of your choice You can use Graasp, but it might be
easier to make a plan on paper or in Word In the end we will compare differences
and discuss© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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The lab
My Suggestion:
Splash: Virtual Buoyancy Laboratory
Other suggestions are welcome
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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Example ILS
An example of ILS using the basic scenario:
Splash (by Ellen Wassink-Kamp)
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
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To get you started
The scenarios:• The jigsaw approach• Six changing hats• Learning by critiquing
© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School Co-funded by EU (7th Framework Programme)
• Find the mistake• Structured
controversy
The labSplash: Virtual Buoyancy Laboratory
Example ILSSplash (by Ellen Wassink-Kamp)