Skip to 0 minutes and 13 secondsANDREA: Rather than ask him for one answer, the teacher can ask students to come up with five.
Skip to 0 minutes and 18 secondsASHLEY: So in a moment, what you're going to do now is you're going to learn about the different types of energies. OK. What you're going to do is fill in one of these sheets. These sheets, what you're going to do is you're going to collect one from the sides. You're going to put the type of energy that you're focusing on. You will also get an information sheet, which will look like this, about a particular type of renewable energy. [INTERPOSING VOICES]
Skip to 0 minutes and 41 secondsSTUDENT: Wind farms.
Skip to 0 minutes and 46 secondsASHLEY: Yes, what are the negatives?
Skip to 0 minutes and 47 secondsSTUDENT: And then there's no, no window power. So it only works when it's windy.
Skip to 0 minutes and 52 secondsASHLEY: Yes.
Skip to 0 minutes and 53 secondsSTUDENT: And then it can interfere with TVs and radars.
Skip to 0 minutes and 57 secondsASHLEY: Well, so that's all well and good. So where abouts in the world would we get the best use of that then? Because you said there's no wind, there's no power.
Skip to 1 minute and 7 secondsSTUDENT: Yeah. So the most windy parts of the world. So like the Canary Islands.
Skip to 1 minute and 12 secondsASHLEY: Yes. So there's some examples of where it would be good. Obviously if there's loads of sun, if you compare it to solar or something like that. which you'll do later, you want to think about this location and where it's going to work best. Where it's going to work at. We gave you-- have you worked out how it works? Being a researcher, have you worked out how it works?
Classroom example: gimme 5
Rather than asking for one answer the teacher can ask students to come up with five.
One or five?
In the comments below, share your views on asking students to provide five answers to a question. What might the limitations be and what might the benefits be in terms of being able to infer student understanding?
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