Page 55 - @ccess 3 Teacher´s Book
P. 55

Activity 7
              • This activity is about making a
               draft of the graphic and textual
               components of the instructions.
               It is common to define a graphic
               format for a text and then adapt
               the text even if the chosen
               format was not appropriate. The
               purpose of this activity is for
               your students to recognize that
               they should not be constrained
               by a format and that they should
               adapt the format as the text is
               developed.

              • In order to help in the decision-
               making process, you might want
               to check Activity 10 for ideas.
              • Make sure your students
               include and describe each
               graphic and textual component
               for all the sections they
               defined for the experiment.
              Activity 8
              • Selection criteria are a way to
               avoid being overrun by the
               sheer quantity of texts available.
               If you looked for the expression
               ‘scientific experiment’ using a
               web search engine, you would
               obtain more than 150 million
               results. It is important,
               therefore, to narrow your
               search parameters.
              • Web search engines have their own syntax, which may be helpful in understanding how to undertake
               more precise searches. For example, there is the option ‘Advanced Search’, which allows you to narrow
               your search by country, date, file format, and exact phrase. You may want to explore web search engines
               for different results, if you have access to those tools.
              Activity 9
              • If you have difficulty finding experiments and texts, we suggest you use the ones you can find in the
               Reader’s Book. In any case, this is a good opportunity to have a look at them and compare them with what
               you and your students have found. Remember, the book is an aid for you and your students, but we do not
               give you specific days on which to use it. Use it when it is the most convenient for you.

              • The distinction between your students’ interests and reality may be quite shocking, but it is crucial for
               developing this product. Even if your students find a really good experiment, if you deem it unsuitable for
               material reasons, it would be better to have them choose another one than to engage in pointless work
               towards an experiment that cannot be carried out.

              • One didactic suggestion (in this book, dealt with in Activity 16) is to check how instructions are written
               and if they are understood. So, it is very important to emphasize that the experiment should be able to be
               performed by the addressee.



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