Huppatz Information on Sharing

silkworms

information on sharing

Once the students had begun thinking of questions, we discussed the communication outcomes. I placed the outcomes on the board and we brainstormed what this could look like. From this a checklist was developed and each student received a copy.

SHARING CHECKLIST (Draft)

NAME:

Can research, plan, organise and share findings.

I can use an index and table of contents.

I can use key words to locate information.

I can write notes in my own words.

I can think of and design an experiment.

I can write a plan of what I need to do.

I can organize my findings.

Can use language effectively to communicate ideas and information.

I can speak clearly

I can effectively tell others my question and what I found out.

I can use pictures, diagrams, drawings or graphs to support my presentation.

As the students filled in parts of their question proforma, they booked a time with me for a conference. This could be done as a small group with similar questions or individually. (I asked questions to clarify their thinking, posed questions to elicit how they would investigate, show proof of investigation and methods for sharing their findings.)

The students then carried out investigations. My role became one of facilitation.

As students found answers to their questions:

- the question sheets around the room were extended to include answers

- new questions were added

- each lesson began with sharing by students of their findings

From our humble beginnings, a variety of ways for sharing developed. Through the weekly school newsletter, class newsletter, displays in the library, PowerPoint presentations etc