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Predict   Observe   Explain     Gráinne Conole,  University of LeicesterLearning Design Workshop,  Online Educa, 30/11/11 ...
Background•   POE strategy used to uncover individual students’ predictions, and    their reasons for making these, about ...
StepsStep 1: Demonstrate• Set up a demonstration of an event, related to the focus topic, that may  surprise students, and...
AUTC Learning Designs                Oliver and Herrington, 1999
http://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.html
Dalziel, LAMS sequence     http://lamscommunity.org/seqs/svg/1118334.png
POE using a discussion forum and a wiki            http://lamscommunity.org/lamscentral/sequence?seq_id=1334409
Outcomes•   Informed by social contructivism•   The collaborative use of the POE computer tasks is    designed to facilita...
References•   Oliver, R., and Herrington, J. (2001). Teaching and learning online: a    beginners guide to e-learning and ...
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Conole poe

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Conole poe

  1. 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. 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. 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. 4. AUTC Learning Designs Oliver and Herrington, 1999
  5. 5. http://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.html
  6. 6. Dalziel, LAMS sequence http://lamscommunity.org/seqs/svg/1118334.png
  7. 7. POE using a discussion forum and a wiki http://lamscommunity.org/lamscentral/sequence?seq_id=1334409
  8. 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. 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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