| 1 |
At
the start of a learning and teaching programme pupils always start
with an empty Vee and the pupils start the Vee by adding the focus
question to their copy of the Vee. |
| 2 |
The
teacher then asks the questions. Why should we study this issue? Why
use time to try to investigate this issue? Each pupil answers these
questions individually. Pupils will usually already know something
about the issue. |
| 3 |
Construct
a concept or mental map of pupils’ existing knowledge about
the issue. This information is important for both the pupils and the
teacher. From the concept map, identify the main concepts that will
be involved in learning about the issue. |
| 4 |
Pupils
have to answer the question, how are you planning to get an answer
to the focus question? After completing steps 2-5 (Figure
6.2.3) the teacher collects pupils’ answers in order to
analyse them. Then it is time to start the learning programme according
to the pupils’ and teacher’s plans drawn up in step 4.
This part of a learning and teaching project can last for many weeks
or for a few days. The time depends on the focus question. |
| 5 |
What
object and events have to be researched in order to get answers to
the focus question? After studying the issue pupils are given their
original Vee again and the teacher asks the pupils to write down everything
they did to find answers to the focus question (step 5-9). |
| 6 |
Then
the pupils draw a second individual concept map. When they have completed
these the teacher shows each pupil their first map. The pupils are
asked what knowledge they have constructed and are usually very surprised
to see how much they have learned. |
| 7 |
The
last question (step 10) is evaluative, about how valuable they think
that knowledge they have constructed is. |
