Whole class – exploring the problem

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Watch how a teacher models changing ideas captured on a spider diagram into questions to include in a questionnaire, as part of a data-handing problem. The teacher focuses on one of the ideas, and then sets pupils to work on a different idea.

This is one of seven videos that exemplify activities within Lesson 1 Episode 1 from the medium-term plan for data handling.

Teacher
We have identified the key elements of a problem. What we haven't done, yet, is to represent the components in a plan, so we're going to have to start thinking about that. We've thought about some of the questions, haven't we, that we need to answer. They're not all quite questions just yet. Why do you think we might need to write them as questions? Why questions do you think? Rachel.
Rachel
Is it because they're easier to. It's easier to work out what the actual answer is, what you need to do.
Teacher
It could be that. How do you think we might do that?
Rachel
Don't really know.
Teacher
Not sure. OK.
One thing that we're going to do in this unit of work, one thing we're going to talk about, is how you make a questionnaire. OK? It's going to come a bit later on, after we've done the planning. Questionnaires. So if we think about this in terms of questions, it's going to help us to think about what needs to go into our questionnaire. OK? So that's why we're doing it as questions.
I am going to take just one of these things that we've got on here and talk to you about that. Talk to you about all of the things that we actually need to put together for that one sub task. This is like our whole task and we're going to just talk about just one sub task. OK? And when we do that you might think some of these things are connected and when we've done that as a whole class I'm going to give you another sub task to have a look at in your groups. OK? So we're going to go through together first, when we've done it together you're going to have a go in your groups. Alright? OK. So the sub task I'm going to choose is this one. Can you read that? What theme? So which theme are we going to have?
Teacher
Starting with our big problem, we identified all of the key elements. So we've got our kind of big task. This is one of the sub tasks. We've has a talk around what kind of things we would have to do. You've said you think we probably need to so some sort of survey. Ask people whether they want to have home made costumes. Ask people whether they want to make them out of old clothes, so ask parents if they would let them. Things like saying, if we're going to have fancy dress what is the theme going to be? Do we actually want to have fancy dress at all? So that's an awful lot of questions that we would have to answer before we could choose what are theme was going to be, yeah?
Now I'm just going to go back to the one we had just now and what I'm going to do is ask you to have a look at something to do with the food. I'm going to give you some sheets of paper and in your groups what I want you to do is to put food in the middle and then I want you to write down as many questions, as you think you would need answers to, as you can think of, OK? And I'm going to give you about five minutes to have a go at doing that. Alright?