Oxford Discover 2 Big Question 4

[Barton Ostby]

Wouldyou like your students to be more involved in class? Oxford Discover uses inquiry-based learning to tap into students' natural curiosity. This approach enables them to ask their own questions, find their own answers and explore the world around them.

A big picture and video introduce the topic and the Big Question. Students then answer supporting questions that encourage them to think about the topic and the Big Question more deeply. Next, a Big Question Chart asks students to assess what they know and what they want to know.

As students continue, they discover many answers to the Big Question. They read authentic fiction and nonfiction texts that offer different views on the topic. Summative projects let students gather together what they have learned and present it in a creative way. Finally, students write what they have learned on the Big Question Chart.

A controlled vocabulary and grammar syllabus gives students the language support they need to explore and discuss each topic and Big Question. Oxford Discover builds strong communication skills as students listen, speak, read, and write throughout each unit.

Kathleen Kampa and Charles Vilina, whose course, Oxford Discover, won the 2015 ELTons award for course innovation, suggest ways to use inquiry-based learning in the ESL (English as a second language) classroom.

In our experience, children who are curious seem destined for success. A curious child is motivated to ask questions, seek answers, and apply those answers to his or her personal experience. The good news is that, given the right conditions, every child in our classrooms can demonstrate curiosity, an attitude of wonder, and a desire to discover.

Inquiry-based learning normally begins with an open-ended 'big question' that has many possible answers. This question acts as a catalyst to get students thinking more deeply about the subject. You might pose questions such as the following (from Oxford Discover):

After you introduce the big question to the class, get students to consider what they already know about the subject matter. They can do this first in small groups, then as a whole-class activity. In this first step, students become active participants in the process of learning, drawing from their own personal life experiences to share previously learned knowledge. As students discuss what they know, you can record this information in the What we know section of the KWL chart.

As students begin to express what they know, they use their productive (i.e., speaking and writing) language skills. In early primary ESL classrooms, this can be done simply, with students drawing pictures of what they know and then using simple vocabulary to describe or explain it. As students become more experienced at explaining what they know, their productive skills grow.

Establishing what students know is essential for them to begin the second step: what do students want to know? This step allows students to freely wonder about the world around them. In a classroom discussion about 'Where are we in the universe?' (Oxford Discover, Student Book 4), students may come up with many compelling questions about our solar system, our galaxy, and our universe. Get students to do this 'wondering stage' first in small groups, then as a whole-class activity. You should record the questions on the What we want to know section of the KWL chart.

As teachers, we can help to elicit interesting questions from our students by being 'wonderers' ourselves. In the topic above, we might say out loud, 'I wonder why people weigh less on the moon than on earth' or ask 'How far away is the closest star to our sun?'

Students, with your help and guidance, now embark on the discovery phase of the learning process. In Oxford Discover, for example, we provide a variety of fictional and non-fictional content (readings, listening activities, and more) for students to learn about the subject. When students feel motivated to find answers to their questions, they read and listen with a strong sense of purpose. As they do so, it's important to provide a variety of reading and listening strategies to make their receptive skills more effective. You should also introduce additional vocabulary words and grammar structures in each lesson to boost learning.

Finally, after a series of lessons in which students explore a subject, they are ready for the third step: discussing what they have learned. Students often work in small groups at this stage to share what they have learned through the lessons. As students discuss and write down their knowledge and experience, they use their productive skills of speaking and writing while applying the new vocabulary and grammar they have learned. When the discussion moves to a whole-class activity, students have the confidence to speak out about their learning experiences. You can record this on the What we have learned section of the KWL chart. This is often followed up by a project, in which students work together and use what they have learned to achieve a goal.

Download the full transcript of the podcast. Please note that although some of the information and experiences explained in the podcast are assuming interviews will be face to face and take place in Oxford, there is a lot which is relevant for online interviews as well.

We understand that it can be difficult to know what to expect from Oxford interviews or how to prepare, particularly if you or your teachers don't know anyone who has been shortlisted before. The following guidance aims to cover what we would like all shortlisted candidates to know.

Once you are clear on the practicalities and arrangements for your interview, we recommend you begin to think about the content of the interview itself, the sort of questions you might be asked and what you would like tutors to know about how and what you think about your subject. You should also think about any revision you might need to do.

Our top tip is to practise speaking about your subject and your thoughts about what you've seen or read - these don't have to be formal 'mock interviews' - instead they could be chats with teachers, friends, or family.

Whilst watching our demonstration interview videos (view tab), stop and start as many times as you like, so you can think about what your own answers might have been. It will all help you on the day.

For the past few years, interviews have taken place online using Microsoft Teams. Technology requirements have been divided into three tiers, with tier 1 involving the least technology and tier 3 requiring the most.

Note: In some cases, using Teams while logged into a school account, or whilst on a school network, might mean the use of a webcam or video feed is blocked. It is important that we are able to see you during the interview, as therefore it may be necessary for you and/or your school to ensure there is a workaround in place so that you can use a webcam. For example, if taking the interview at home, instead of using your school account, you can join the call anonymously using a browser.

Interviews for some subjects are likely to require the use of a shared virtual whiteboard and in other, more mathematical subjects, a separate touchscreen device will be needed for the whiteboard along with a basic universal stylus so you can share mathematical notation, draw sketches, annotate diagrams or text, or add text.

No candidate or their school will be expected to purchase a touchscreen device in order to participate in their Oxford interviews. Where necessary, for tier 3 subjects and where there are more technology requirements, colleges will discuss arrangements with schools and applicants in order to find a practical solution for everyone involved.

Please note that, in a small number of cases, you might be invited to an interview that uses a lower technology tier than the one listed in this section (for instance, you may not require Tier 3 technology for a Philosophy interview if applying for Mathematics and Philosophy). This will be explained to you in your invitation to interview.

A computer, with a microphone, speakers and a webcam with access to Microsoft Teams as the video conferencing tool, either installed in advance or via an internet browser. You do not need to have a Microsoft account in order to use Microsoft Teams for this purpose.

Either before your interview or at the start of your interview, you will receive a link by email to a Miro whiteboard from the Oxford college running your interview. You will need to follow this link, which will open the whiteboard either in your browser or in the Miro app.

For interviews in this tier, in addition to the device on which you are accessing Microsoft Teams, you will also need a basic universal stylus and a touchscreen device for accessing a Miro Whiteboard. This can be a tablet, or a touchscreen laptop/Chromebook and should have a screen at least 8 inches in size, so a mobile phone is not likely to be suitable.

3a8082e126