Directions to partners

Our inquiry has the 7 following phases:a) Setting the Sceneb) Looking backc) Making predictions and asking questionsd) Setting up a research or experimente) Experimenting and gathering dataf) Working with data and drawing conclusiong) Communicating and reviewing of findings

Every phase has four parts:a) Brief Description and basic guidelinesb) Suggested ICT toolsc) Tips for managing a diverse classroom and ensuring gender balanced) Main skills involved

Each part includes guidelines to help you design an effective activity. You will need to delete them afterwards. They are not meant to be present in the final activity. Descriptions are written as if they address the teachers so we could also use the template alone later for teachers to design activities if they want to.

Please list in the end of every phase the links and/or names of accompanying materials, external resources and ICT tools used.

Activities SHOULD NOT exceed 3 didactical hours so try to be as concise as possible. The activities will address teachers so write them as if you are speaking to teachers. Make sure you have clear references to subjects coming from other domains and the connection

between them. Always include answer keys and if necessary links to further information. Use simple language and proper use of scientific terms. If you wish to include a pre-defined experiment or procedure or long explanatory texts, please

keep them in separate files and mention the names in the main document of the activity making sure it is clear in which phase it is supposed to be used. Make sure all accompanying materials are added in the corresponding folder in Google drive along with the main activity.

Always provide background information and explanations for teachers. Teachers might not be used to the inquiry methodology. Make your discourse as simple as

possible. Provide as much background information as possible. Don’t invite the teacher to explore zillions

of sites. They are usually very busy and overwhelmed with work. Encourage them to step out of their comfort zone. Empower them to support students stepping out of their comfort zone. Provide your contact in case the teacher might need any help. Try to create examples on a possible implementation of your activity creating boxes only for

teachers. NEVER USE THE WORD SCAFOLDING !!!!! Keep your language simple.

About the activity

Title:

Brief Description:

Subject Domain(s): Astronomy, Biology, Chemistry, Environmental Science, Physics (please delete the ones that don’t apply.

Connection to the science curriculum:

Cyprus: (to be filled in by UCY)

Finland: (to be filled in by UH)

Greece: (to be filled in by EA)

Portugal: (to be filled in by NUCLIO)

Spain: (to be filled in by UD)

United Kingdom: (to be filled in by CU)

Connection to other subject domains:

Cyprus: (to be filled in by UCY)

Finland: (to be filled in by UH)

Greece: (to be filled in by EA)

Portugal: (to be filled in by NUCLIO)

Spain: (to be filled in by UD)

United Kingdom: (to be filled in by CU)

Keywords:

Age Range: (eg. 10-12,12-14)

Didactical Hours: (eg. 1 didactical hour)

Links to supportive materials and ICT tools: (if there are accompanying files that are not online, please add the name of the file and in the respective phase).

Big Ideas of Science

http://platon.ea.gr/content/3d-interdisciplinary-map-science-ideas

(please delete every Big Idea that is not applicable). For every Big Idea present provide the following information:

Brief description

Level 2: the full list will be provided soon

(brief explanation)

Level 3: the full list will be provided soon

(brief explanation)

1. Setting the Scene

Brief Description and basic guidelines

“Setting the scene” is about stimulating students’ interest and curiosity towards the problem, question or topic to be addressed. During this phase the learning topic is introduced. In order to increase students’ engagement make sure you don’t introduce the subject as a standalone topic but integrated into a bigger framework that makes sense to the students and gives them a reason why they need to learn about this topic. Try to set you scene by connecting the topic you want to introduce to something that is already familiar to the students, something from their everyday life or something that is important to them. Try to make this introduction as interactive as possible. Use materials such as videos or images that the students can relate to and use to familiarize themselves with the problem at hand.

Try initiating a conversation on the topic by asking intriguing questions so that your students get engaged. Provide ample time for your students to respond and discuss among themselves. This part is mostly about setting questions and wondering about things, it is not about getting answers. They key here is to get your students wondering about things related to the topic at hand. By the end of this part, students should have a clear idea about what they are going to work on and why do they need to learn about it.

Suggested ICT tools

Students lose their interest or get distracted when exposed to long talks. Try to be as creative as possible and include in your initial presentation exciting materials so you can provoke their curiosity. For your initial presentation think of using:

- Short online videos (YouTube, TED, Teacher Tube)- Images and Interactive images (Picasa or Flickr)- Animations and/or simulations- A story or an event related to the subject and to students memories or experience.

You may also wish to create your own images and animations in order to make a more personalized presentation. Powtoon is a useful tool if you wish to make your own animations.

Tips for managing a diverse classroom and ensuring gender balance

- Try to use materials that are made by people of different backgrounds and that represent both genders.

- If your videos include interviews try to include representatives from different cultures and of both genders.

- Include materials that address underrepresented groups’ experiences but in ways that do not trivialize or marginalize those groups.

- Collect examples from a variety of cultural reference points and not only from your own experience.

- Invite all students to contribute to class discussion, even if you assume that the discussion is more relevant to some students than others.

- Create an invitation to speak. The sense that there is an invitation to speak without being put on the spot can be a strong inducement to participate.

- Give students time to answer and be sure to indicate that you are paying as much attention to the hesitant ones as to others.

Main Skills involved

- Active Listening - Giving full attention to what the teacher and other student are saying, taking time to understand the points being made, asking questions on the subject introduced

- Speaking – Speaking their minds on the subject at hand, communicating preliminary observations,

ADDITIONAL INSTRUCTIONS

For this phase you can start the activity with a nice video presenting the main topic of student’s research and inviting them to brainstorm around the material you presented. Give a brief introduction to the theme and provide enough background information for the teachers. Present the overall idea clearly. Provide a list of questions as suggestions for teachers that will adopt the activity.

2. Looking Back

Brief Description and basic guidelines

Our knowledge is built upon our previous experiences and information stored in our minds. Encourage your students to identify all the concepts that they know of and are related to the problem under discussion and make the correct connections between them.

Discuss what they already know or think about the ideas being brought up. Remind them about previous learning instances where relevant materials where studied. Ask them to connect the main concepts with different relevant domains. This is a very good moment to insert the interdisciplinary approach. Foster their creativity by asking them to find examples related to other subject domains where this concept can be found.

Suggested ICT tools

- Concept maps- Virtual classroom walls (Padlet, Popplet)

Tips for managing a diverse classroom and ensuring gender balance

- Invite all students to contribute to class discussion, even if you assume that the discussion is more relevant to some students than others.

- If you wish to check if some concepts are clear to some students, point your question to the entire class, not just those to whom you think the question applies.

Main Skills involved

- Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.

- Speaking — Talking to others to convey information effectively.

3. Making Predictions and Asking Questions

Brief Description and basic guidelines

This phase is about students understanding better the problem presented and getting an idea of how they are going to work on it in order to solve it. Based on the past knowledge discussed in the previous phase students will now have to understand how concepts they already know of are connected to the problem and how they are going to help them address the problem. Building on the discussion started in the previous phase, continue discussing and invite your students to set the questions they are going to investigate and make some preliminary predictions. The questions set, should focus on how to investigate the problem at hand. Students’ hypotheses and predictions should be around the questions they have set.

Do not point out any mistakes students might make (Alternatively, you may note them down and bring them back to their attention at a later stage). Students are supposed to discover these mistakes themselves and correct them. Remember that even a false hypothesis can contribute greatly in the learning process. Students should not feel intimidated to make hypotheses and understand that hypotheses are tested to be proved either right or wrong. Thus, even a ‘wrong’ hypothesis is a part of the scientific procedure.

Suggested ICT tools

Gathering and organizing concepts can be a tricky thing unless you have the proper tool. The creation of concept maps is ideal in this case. In addition, students need to be able to refer back to their hypothesis and questions throughout the activity. For this phase of the inquiry cycle we recommend that you use:

- Virtual classroom walls (Padlet, Popplet)- Study Cards (Studyblue)

Using such tools you can allow your students to create concept maps and set the hypotheses and questions they want.

Tips for managing a diverse classroom and ensuring gender balance

- Encourage everyone to expresses view and concerns.- If you wish to check if some concepts are clear to some students, point your question to

the entire class, not just those to whom you think the question applies.- Avoid interruptions. While a student is making a hypothesis for example, you or another

student might feel the impulse to complete his/her thought. Intervene when students are interrupted.

- Make sure that there are no gender monopolies. Make sure that all students are given time and space to make their hypotheses.

- Sometimes students may preface their hypothesis with a comment like: “This is probably wrong…”. Offer special encouragement to these students.

- Treat all questions and hypotheses seriously.

Main Skills involved

- Critical Thinking - Using logic and reasoning to identify the concepts involved, preliminary explanations and hypothesis, map approaches to problems.

- Use of Science – Refer to previous knowledge and scientific rules related to the subject.- Systems Evaluation - Identifying variables of the problem and the relations between them

so as to make an effective hypothesis.

ADDITIONAL INSTRUCTIONS

The questions the students will formulate need to be around the core elements that will help them understand the problem or the concept under investigation. Although the students have to feel that the questions and hypotheses were designed by them it is important that the teacher understands where the research activity will lead the students to and help them formulate the correct questions.Introduce the above tools in your instructions for teachers with examples on how they can use them, or else you may introduce other tools that you might find relevant and useful for this phase.

4. Setting up a Research Investigation or Experiment

Brief Description and basic guidelines Giving the students a ready make investigation plan and asking them to follow it step-by-step is not inquiry. Students need to deploy their creativity and imagination and build a plan themselves based on the knowledge they have. Thus, this part of the activity is about setting a plan to investigate the problem at hand. Students will design a plan that will help them answer the questions they set in the previous step. Their plan could involve an experiment during which they will have to collect data, or make observations (or both), or it could involve the collection of information through a research investigation. During this part, make sure that the plan students come up with has a meaningful train of thought and that they have taken into account all the aspects they need to. While making their plan, make sure your students establish a clear and valid way of collecting data, handling variables properly. Here are some basic aspects that need to be in place:

- Identify which variables are involved and identify which of these are dependent and which are independed.

- Have a clear strategy about the procedure followed (for example change one variable at a time, making comparisons, taking experimental errors into consideration, changing variables in a certain row if necessary).

- Carry out repeated trials and measurements.- Timeplan

Encourage your students to be creative and brainstorm on designing their experiment. The can draw a draft blueprint of their investigation procedure and make a plan or a map about it.

Suggested ICT tools

- Online virtual and remote labs (for example www.golabz.eu) - Calculators- Tools for collecting data and making graphs (like excel)- Error calculator tools (http://www.golabz.eu/apps/experimental-error-calculator) - Observation sheets

Tips for managing a diverse classroom and ensuring gender balance

- Develop a positive climate in the class that promotes excellence. Encourage your students (as a group or individually) to consult with you if they have problems during their inquiry. This is also an indirect way to get to know your students and thus be able to tackle assumptions you might have about their learning behaviour and capacities based on their gender or cultural background.

- Have high expectations for all your students. Keep an eye on teams and make sure you spot cases where a student underperforms.

- Encourage the formation of heterogeneous groups across certain characteristics such as gender, race and level of achievement. You may choose to assign students randomly or ask them to form their own groups.

- Pay attention to the length of time students remain in a group, particularly if the group is not working well.

- Make sure the same students do not always put themselves in the position of leadership. Assigning roles (deliberately or randomly) may assist here in ensuring that all students get a chance to take on different responsibilities (manipulating equipment, recording results, reporting back etc.).

- Take care to reduce cases in which a student may feel isolated. Working in pairs can be a solution in such cases.

- Make sure that you give girls as well as boy’s opportunities to take leadership.- Encourage tutors to tutor others and help each other within groups.- Assign all roles to girls as much as you do to boys.- Create a cooperative instead of a competitive environment within each group and among

groups.

Main Skills involved

- Complex Problem Solving – Understanding the problem at hand, review related information from previous phases and past knowledge, develop a strategy or implementation plan to solve the problem at hand.

- Critical Thinking – Use logic and reasoning to identify the strengths/weaknesses, flaws of the investigation plan and its implementation. Propose modifications if needed, assess the validity of data received and of final results of data interpretation.

- Judgment and Decision Making – Considering possible pathways for manipulating data, assessing their validity and recognizing errors in the experimentation and data manipulation process. Assessing team mates’ proposals and opinions.

- Active Listening – Paying full attention to the opinion of team mates.- Reading and Comprehension – Understanding instructions, and relevant theory.- Monitoring – Assessing self-performance and team performance and taking corrective

actions if needed.- Active Learning – Understanding the implementation process and its relation to the

problem at hand. Relating information derived from experimentation and data interpretation to knowledge received previously and to the problem at hand.

- Time Management – Managing experimentation time and not letting the team spend more time than foreseen on the task at hand.

- Systems Analysis – Understanding the experimentation set up and how each variable affects the experiment. Manipulating and interpreting the data received. Identifying sources of error and proposing refinements in order to overcome them.

- Coordination – Cooperation within teams, harmonious and balanced collaboration.- Social Perceptiveness – Being aware of team mates’ reactions and understanding why

they react as they do.- Use of Science – Using scientific rules and methods effectively to perform

experimentation and data interpretation.- Systems Evaluation – Assess the experimentation process, understand whether the

experimentation has been carried out correctly or not. Be able to take the actions needed to improve or correct performance.

- Use of Mathematics – Using mathematics to manipulate data and produce final results.- Quality Control Analysis – Assess the result derived as well as the quality of the gathered

data. Be able to estimate the source of error involved in the experimentation.

5. Experimenting and Gathering Data

Brief Description and basic guidelines

Experimenting and gathering data is where curiosity is turned into action. Students use the plan they designed during the previous step to investigate the problem at hand. Ideally, student could be divided into groups. Each group can follow its own pathway of implementing the experiment and choose to explore different routes. Alternatively, if students are going to do a research you may assign different parts of the research to each group. Make sure students always have in their mind what there are investigating and why they perform each step. They need to have a clear understanding of the connection between the investigation, the questions they have set and the hypotheses they have made.

Make sure your students stick to the plan, but also take initiative to change something around if they have a better idea or they want to add something in their investigation. In any case you will need to guide them so as to make their investigation as systematic as possible by following some rules of thumb. For example:

- change only one variable at a time- keep notes not only for their resulting data but also about the process itself- take into account errors

- make comparisons between trials making sure their set up is correct.

Suggested ICT tools

Students can use a large variety of tools from very generic ones to very targeted ones. Encourage your students to use online search engines to gather information. Some additional tools that are apt for use in this phase are:- Research tools (wikipedia, wolfram)- Educational games, online labs - Manipulating data, making graphs (Spreadsheets)- Create programs to manipulate data or simulate models (scratch)- Online collaboration documents for sharing input and ideas (Google docs)- Shared space (Dropbox)- Managing group tools (wiggio)- Polling and survey tools (Doodle, Survey monkey, kahoot)

Tips for managing a diverse classroom and ensuring gender balance

- Develop a positive climate in the class that promotes excellence. Encourage your students (as a group or individually) to consult with you if they have problems during their inquiry. This is also an indirect way to get to know your students and thus be able to tackle assumptions you might have about their learning behaviour and capacities based on their gender or cultural background.

- Have high expectations for all your students. Keep an eye on teams and make sure you spot cases where a student underperforms.

- Encourage the formation of heterogeneous groups across certain characteristics such as gender, race and level of achievement. You may choose to assign students randomly or ask them to form their own groups.

- Pay attention to the length of time students remain in a group, particularly if the group is not working well.

- Make sure the same students do not always put themselves in the position of leadership. Assigning roles (deliberately or randomly) may assist here in ensuring that all students get a chance to take on different responsibilities (manipulating equipment, recording results, reporting back etc.).

- Take care to reduce cases in which a student may feel isolated. Working in pairs can be a solution in such cases.

- Make sure that you give girls as well as boy’s opportunities to take leadership.- Assign all roles to girls as much as you do to boys.- Create a cooperative instead of a competitive environment within each group and among

groups.

Main Skills involved

- Complex Problem Solving – Understanding the problem at hand, review related information from previous phases and past knowledge, develop a strategy or implementation plan to solve the problem at hand.

- Critical Thinking – Use logic and reasoning to identify the strengths/weaknesses, flaws of the investigation plan and its implementation. Propose modifications if needed, assess the validity of data received and of final results of data interpretation.

- Judgment and Decision Making – Considering possible pathways for manipulating data, assessing their validity and recognizing errors in the experimentation and data manipulation process. Assessing team mates’ proposals and opinions.

- Active Listening – Paying full attention to the opinion of team mates.- Reading and Comprehension – Understanding instructions, and relevant theory.- Monitoring – Assessing self-performance and team performance and taking corrective

actions if needed.- Active Learning – Understanding the implementation process and its relation to the

problem at hand. Relating information derived from experimentation and data interpretation to knowledge received previously and to the problem at hand.

- Time Management – Managing experimentation time and not letting the team spend more time than foreseen on the task at hand.

- Systems Analysis – Understanding the experimentation set up and how each variable affects the experiment. Manipulating and interpreting the data received. Identifying sources of error and proposing refinements in order to overcome them.

- Coordination – Cooperation within teams, harmonious and balanced collaboration.- Social Perceptiveness – Being aware of team mates’ reactions and understanding why

they react as they do.- Use of Science – Using scientific rules and methods effectively to perform

experimentation and data interpretation.- Systems Evaluation – Assess the experimentation process, understand whether the

experimentation has been carried out correctly or not. Be able to take the actions needed to improve or correct performance.

- Use of Mathematics – Using mathematics to manipulate data and produce final results.- Quality Control Analysis – Assess the result derived as well as the quality of the gathered

data. Be able to estimate the source of error involved in the experimentation.

ADDITIONAL INSTRUCTIONS

In your activity clearly present to the teacher what is your expectation in each phase of this part of the activity. What type of information students should explore, if possible, provide links to good repositories of information, articles, etc. Make sure you include answer keys and supporting materials.

For the experimentation phase bear in mind again that teacher might be willing to adopt different types of inquiry. Provide options from structured to open inquiry. Suggest tools that will help students structure their ideas and implement their experiment. Include as much information as possible to assist the teacher in the implementation of the activity. Suggest online labs, sources of information, ICT tools to support the experiments and data collection.

6. Working with Data and Drawing Conclusions

Brief Description and basic guidelines

In this phase students get to look at the data they have gathered process them and make meaning out of them. Data could be experimental values, or images from observations, input from online sources or handwritten observations. Processing could involve some extra calculations and making graphs or simply observe images closely. In the case of experimental values, students need to be careful of experimental errors that may be present and take them into consideration when making their calculations.

Once students are done with processing their data it is time to interpret them. In other words to make sense out of them and understand what does the data tell them. This is the part where students draw their conclusions. To do this, they always need to keep in mind where they started from; what is the question they are trying to answer.

After that, learners need to go back to their predictions and hypotheses and compare them to their conclusion. During this process student will need to spot any deviations and if their original hypothesis was incorrect (or partly incorrect), understand what was it that led them to a wrong hypothesis. Students may need to consider alternative approaches or possible refinements to their original plan of investigation. Moreover, don’t forget to bring to students’ attention and discuss any mistakes they may have made in previous phases, and which they didn’t figure out themselves. Depending on the activity you might also need to ask your students to compare their findings with the respective bibliography or theoretical values. Sometimes during this part, new questions may raise that could lead to new inquiries.

Suggested ICT tools

Tools that could be useful in the conclusion phase are: - Research tools (wikipedia, wolfram)- Online collaboration documents for sharing input and ideas (Google docs)- Shared space (Dropbox)- Virtual classroom walls (Padlet, Popplet) (reflecting back on the conceptualization phase)- Study Cards (Studyblue) (reflecting back on the conceptualization phase)

Tips for managing a diverse classroom and ensuring gender balance

- Encourage students to include multiple perspectives and consider alternative explanations.

- Don’t allow students to be interrupted or intimidated.- Encourage hesitant students to speak their mind and show them you are especially

interested in what they have to say.- Give students time to draw their conclusions and be sure that you are paying attention to

all of them equally.- Refer to a silent student’s work in an affirming way.- Credit a quiet student by making her or him the expert of the moment.- Ask all students to take turns in making conclusions.

Main Skills involved

- Critical Thinking – Assess the result derived in order to draw correct conclusion. Consider alternative explanation.

- Active Listening – Paying attention to the opinion of classmates and take into account the proposals they provide.

- Reading and Comprehension – Refer to literature and relevant theory in order to draw conclusions.

- Speaking – Communicate conclusions to teammates based on thoughts and solid arguments.

- Monitoring – Assess other team mates’ arguments and their degree of contribution to the team. Encourage quiet team mates to participate more.

- Active Learning – Paying attention to classmates and combining opinions to draw correct conclusions.

- Writing – Be able to produce a written report of the experimentation process and how the team came to its conclusions based on scientific knowledge and rational arguments.

- Systems Analysis – Be able to comment on the overall quality of the experimentation and decide whether it was successful or not based on the conclusions drawn.

- Social Perceptiveness – Being aware of team mates’ reactions and understanding why they react as they do. Understand if all team mates agree to the team’s conclusions and if not why.

- Use of Science – Use scientific rules, prior and new knowledge in order to draw conclusions based on the data gathered and rational arguments.

- Systems Evaluation – Be able to draw conclusions on the overall experimental process- Use of Mathematics and assess the impact of experimental errors.

ADDITIONAL INSTRUCTIONS

Provide some tips to help teachers guide the data analysis phase. It is best here to also include an answer key if possible. Instruct the teachers on what is the best way to lead the students to process and interpret data effectively and reach the desired conclusions. Make use of the ICT tools suggested above or any other tool that you might find interesting for this phase of process. Students have to feel empowered and have a sense of wonder with their discoveries as if they were their own. You might provide some examples on how the teachers can achieve this objective for the different inquiry models.

7. Communicating and Reviewing FindingsBrief Description and basic guidelines

This phase is about sharing one’s inquiry process and results. It involves the process of presenting and discussing the whole inquiry process or a specific step, as well as having peers critique and

comment on the process and the results presented. Invite students to provide their opinions without the fear of being wrong or misinterpreted. This will reinforce their communication skills.

Encourage your students to present their work in any way they like. For short everyday activities it could be a simple oral or PowerPoint presentation. For bigger activities let your students be inventive and present their work any way they like (could be a video, a theatrical play, a song or poem or anything else). In any case, facilitate the students to produce a well-structured presentation which does not leave essential parts out but at the same time it is not overextended.

Suggested ICT tools

Different presentation tools can facilitate the students in making very creative and inspiring presentations. Depending on the time frame of the activity, students may prepare a simple presentation using tools like Powerpoint or ones that require the use of complicated tools like movie making tools.

- Presentation tools (MS PowerPoint, Open Office Impress, Prezi)- Story making tools (Storybird)- Timeline tools (Dipity)- Word clouds (Wordle)- Movie and animation making tools (windows movie maker, animoto)- Blogging tools (Blogger, Wordpress, Tumblr)- Photo sharing and editing tools (Picasa, Instagram, Snapchat, Flickr, Photobucket)

Tips for managing a diverse classroom and ensuring gender balance

- Allow the presentation of multiple opinions and perspectives.- Use examples from multiple backgrounds and perspectives. The same groups should not

be always used for demonstrating positive or negative examples.- Be sensitive to cultural differences in writing styles, recognizing that many standards

apply to the evaluation of good writing and presenting. - Be explicit about what is expected and show examples of good writing done by other

students.- Not all students from a particular groups share the same views. Respect the different

opinions of students.- A writing exercise may allow all students to express their thoughts on the discussion

topic.- Be sensitive to the experiences of visibly underrepresented students in your class.

Main Skills involved

- Active Listening – Giving full attention to class mates and to what other teams are presenting. Taking time to understand what other teams did. Asking questions on their work and results.

- Reading and Comprehension – Be able to understand the written reports of other teams and assess them. Be able to read relevant theory and reflect on new knowledge.

- Speaking – Be able to communicate the work of the team as well as the results derived using scientific terms properly and scientifically valid arguments.

- Active Learning – Giving full attention to class mates, taking time to understand their point of view and compare different points of view.

- Time Management – Be able to prepare the team’s presentation on time and make it fit to the time frame allowed for presentation. Be concise and have a balanced presentation, without having to over analyse or skip essential parts in order to finish the presentation in the given timeframe.

- Writing – Be able to put together a successful presentation of any written format. Be aware of the proper size of a presentation and what should be written in it. Be able to put together a presentation that is understandable, to the point and covers all aspects of the work done.

- Social Perceptiveness - Being aware of team mates’ reactions and understanding why they react as they do while making the final presentation. Being aware of others teams' reactions during the presentation and understanding why they react as they do.

ADDITIONAL INSTRUCTIONS

As in the other phases provide as much information as possible to support the implementation of the activity. Present the foreseen results, some ideas on what can deviate the foreseen course of actions. And how teachers can handle such situations. Teachers will need substantial support to help their students make a well-structured presentation. Ideally, include examples of presentations.