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Conole poe
Conole poe
Conole poe
Conole poe
Conole poe
Conole poe
Conole poe
Conole poe
Conole poe
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Conole poe

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  • Transcript

    • 1. Predict Observe Explain Gráinne Conole, University of LeicesterLearning Design Workshop, Online Educa, 30/11/11 http://ecx.images-amazon.com/images/I/5121Cl3IRRL._SL500_AA300_.jpg
    • 2. Background• POE strategy used to uncover individual students’ predictions, and their reasons for making these, about a specific event (White and Gunstone, 1992)• Uses: • find students initial ideas • provide teachers with information about students’ thinking • generate discussion • motivate students to want to explore the concept • generate investigations.
    • 3. StepsStep 1: Demonstrate• Set up a demonstration of an event, related to the focus topic, that may surprise students, and which can be observed.• Tell the students what you are going to be doing.Step 2: Predict• Ask the students to independently write their prediction of what will happen.• Ask them what they think they will see and why they think this.Step 3: Observe• Carry out the demonstration.• Allow time to focus on observation.• Ask students to write down what they do observe.Step 4: Explain• Ask students to amend or add to their explanation to take account of the observation.• 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• Informed by social contructivism• 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: • Articulation and justification of a student’s own ideas • Reflection on the viability of other students’ ideas. • Critical reflection on a student’s own ideas. • Construction and negotiation of new ideas.
    • 9. References• 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.• White, R. T., & Gunstone, R. F. (1992). Probing Understanding. Great Britain: Falmer Press. http://www.ascilite.org.au/conferences/perth04/procs/siviter4.gif

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