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# Conole poe

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• 1. Predict Observe Explain Gr&#xE1;inne Conole, University of LeicesterLearning Design Workshop, Online Educa, 30/11/11 http://ecx.images-amazon.com/images/I/5121Cl3IRRL._SL500_AA300_.jpg
• 2. Background&#x2022; POE strategy used to uncover individual students&#x2019; predictions, and their reasons for making these, about a specific event (White and Gunstone, 1992)&#x2022; Uses: &#x2022; &#xFB01;nd students initial ideas &#x2022; provide teachers with information about students&#x2019; thinking &#x2022; generate discussion &#x2022; motivate students to want to explore the concept &#x2022; generate investigations.
• 3. StepsStep 1: Demonstrate&#x2022; Set up a demonstration of an event, related to the focus topic, that may surprise students, and which can be observed.&#x2022; Tell the students what you are going to be doing.Step 2: Predict&#x2022; Ask the students to independently write their prediction of what will happen.&#x2022; Ask them what they think they will see and why they think this.Step 3: Observe&#x2022; Carry out the demonstration.&#x2022; Allow time to focus on observation.&#x2022; Ask students to write down what they do observe.Step 4: Explain&#x2022; Ask students to amend or add to their explanation to take account of the observation.&#x2022; After students have committed their explanations to paper, discuss their ideas together. Via: http://arb.nzcer.org.nz/strategies/poe.php
• 4. AUTC Learning Designs Oliver and Herrington, 1999
• 5. http://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.html
• 6. Dalziel, LAMS sequence http://lamscommunity.org/seqs/svg/1118334.png
• 7. POE using a discussion forum and a wiki http://lamscommunity.org/lamscentral/sequence?seq_id=1334409
• 8. Outcomes&#x2022; Informed by social contructivism&#x2022; The collaborative use of the POE computer tasks is designed to facilitate peer discussions and promote conceptual development and consensual meaning- making in the domain of science: &#x2022; Articulation and justi&#xFB01;cation of a student&#x2019;s own ideas &#x2022; Re&#xFB02;ection on the viability of other students&#x2019; ideas. &#x2022; Critical re&#xFB02;ection on a student&#x2019;s own ideas. &#x2022; Construction and negotiation of new ideas.
• 9. References&#x2022; Oliver, R., and Herrington, J. (2001). Teaching and learning online: a beginners guide to e-learning and e-teaching in Higher Education. Perth: Edith Cowan University.&#x2022; White, R. T., &amp; Gunstone, R. F. (1992). Probing Understanding. Great Britain: Falmer Press. http://www.ascilite.org.au/conferences/perth04/procs/siviter4.gif