Phase 1: Inquiry/information. At this initial stage, the teacher and students engage in conversation and activity about the objects of study for this level. Observations are made, questions are raised, and level-specific vocabulary is introduced(H 1983, p. 208). For example, the teacher asks students, "What is a rhombus? A square ? A parallelogram? How are they alike? Different? Do you think a square could be a rhombus? Could a rhombus be a square? Why do say that? The purpose of these activities is twofold: (1) the teacher learns what prior knowledge the students have about the topic, and (2) the students lean what direction further study will take.
Phase 1: Inquiry/information. At this initial stage, the teacher and students engage in conversation and activity about the objects of study for this level. Observations are made, questions are raised, and level-specific vocabulary is introduced(H 1983, p. 208). For example, the teacher asks students, "What is a rhombus? A square ? A parallelogram? How are they alike? Different? Do you think a square could be a rhombus? Could a rhombus be a square? Why do say that? The purpose of these activities is twofold: (1) the teacher learns what prior knowledge the students have about the topic, and (2) the students lean what direction further study will take.
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