WORK METHODS, TEACHERSTUDENT RELATIONSHIP,
INTERACTION, MATERIALS,
EVALUATION
Youth ECHOES
Comenius 2013-2015
Lithuania
Integrated learning
The process of training is organized in such a
way that it would be accessible for every student:
not only to those who have more abilities, who
are motivated, but to children who are less able
and have special needs (22 students).
A special attention is given to the differantiation
and individualization of tasks.
Teacher talking
students working
• The introduction (teaching) of new material, the
explanation most often changes from the
“method of lectures” into the method of games
or work in the groups.
• So pupils are stimulated to work in the
collective, but at the same time not to lose their
own individuality, possibility to tell their
understanding and opinion.
Integrated lessons
• At school we practice corrections between
subjects and integrated lessons. They are
especially loved by pupils. For example: Informatics and
Lithuanian, Mathematics and PE, English and Music and so on.
Traditional , conventional teaching
methods
Innovative methods of education
That promotes:
• student's learning motivation
• active students participation
• critical students thinking
• collaboration among students and teachers
throughout the development process
TRADITIONAL TEACHING METHDS
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interpretation
questioning
writing
reading the text
school lecture
work with sources
test tasks
INNOVATIVE TRAINING (LEARNING)
METHODS
• Discussion
• Cooperative learning
• Problem-solving techniques ( individual or group
work )
• Various projects
• Creative tasks
• Conferences
• Learning using IT
• Internet -based learning ( virtual exhibitions,
seminars)
• Creative lab
• Lessons in museums , libraries, archives and
other areas
Active learning methods
• help students actively learn, control,
structure, develop, deepen the understanding
of information and ideas.
• encourage students to take responsibility for
their learning during cooperation with others.
WHY active learning methods?
• conscious learning
• developement of learning to learn
skills
• students learn better, when they are
actively involved in the educational
process, not passive
Teacher’s position using active
teaching methods
Important appropriate teacher and classmates'
responses ( feedback ), which is understood not
as hasty approval " right" / " wrong ", but as a
purposeful questioning, which invites rethink,
check for further clarification, explain in more
details.
Teacher guide the process, encourage
dialogue among the students themselves
Active teaching methods (examples)
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Working in groups
Patchwork
Mutual training
The six hats method
Corners
Stubborn questioning
The field study
The use of digital learning objects
Graphics drivers
Tray – three steps method: to think,
to discuss, to introduce.
The pupils are divided into small groups by four or three.
They get a list of paper and divide it into separate parts so as
each pupil gets one part of it. The center of the list is left
blank – for results.
The working process:
• 1. At first pupils write their answers on their own part of
paper.
• 2. Then pupils compare and discuss their results. They have
to write the discussed general result.
• 3. Finally one of the pupils introduce the group result.
Aim: to make learning more active, passive knowledge turn into
active.
Merry–go–round
The teacher chooses a text and gives three
questions for it. The pupils read the text and
mark the answers. After that pupils take a seat
apposite each other making a circle. They
exchange the answers. The pupils who make the
inner circle move one seat according the clock
and have a new partner.
Aim: to emphasize the listening process, to
activate the knowledge and experience, to retell
the given information.
Excitation, clarifying experience,
motivation techniques
Meaningful learning takes place when student’s
active learning is based on what they already
know or believe to know. So, each time starting to
learn new things is important to take time for
excitatory activities.
Excitation activities are focused and intense.
We continuously keep coming back during training
at the things students have find out, we associate it
with new learning experience and summary all
together .
Why excitation clarifying experience,
motivation techniques?
• to find out students' knowledge and fals beliefs
• encourage students to think of the topic
• stimulate their interest and emotional
involvement
Excitation clarifying experience ,
motivation techniques (examples)
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Student’s work folders
Unfinished sentences
Demonstration
Presentations and / or the use of digital learning
objects
Look - Think - Discuss with a friend
Brainstorming
Pupils' experience of clarification
Storytelling , reading, showing footage
Idea Rain
The aim of this method is to stimulate the pupils
to declare spontaneous ideas as many as they
can.
The teacher presents a problem, gives some time
to think it over and the pupils give a wide variety
of its solutions. All the variants are written on
the blackboard. Every variant is
analyzed, estimated, concluded.
Assessment and self-assessment,
reflection methods
• The main purpose of evaluation of the
educational process - help students to learn.
This is achieved by providing students to keep a
constructive response, incorporating them into
each other and self- assessment activities.
Why evaluation, self-assessment and
reflection methods?
• The proper response is considered to be one of the most effective
teaching and learning methods.
• Any conversation with students is a response to the teacher about
pupil knowledge and understanding and about the effectiveness of
selected teaching methods. This information is for planning future
teaching learning activities.
• Assessing and self evaluating learning activities and results is a
response for students themselves and others. Learning to assess self
and others work by the criteria they are more aware of the good
work or proper performance of its requirements, learn to see their
own and others strengths and areas for improvement to provide
improvements.
• Fostered a culture of evaluation, where the focus is not on the
measurement and evaluation but on self-assessment and learning
itself.
• It helps students take responsibility for their own learning, to
develop independent learning skills.
Teacher evaluation forms
• well-directed questions that encourage students
to explain, clarify, fleshing out their answers or
other forms done
• written or spoken individual or generalized
comment, which clearly identifies what has been
done well, what and how to edit
• idividual interview, during which teacher can ask
questions to encourage students to recognize their
strengths and limitations, provide improvements
Students self-assessment and
reflection methods
• "Fake" assessment, when the teacher shows the
previous year, or other student's works.
Advantage of such an assessment is that all
students work on the same device, which can be
discussed together, and no one is left hurt on
criticism.
• free-form reflection,
• learning diariesstruktūruoti klausimai,
• Criteria descriptions, various graphical forms
Self assesment
teacher’s evaluation
Student’s assessment and reflection models are
collected in their assessment folders (Portfolio).
Assessment portfolio is the student's progress
monitoring tool and important source for
planning teaching and learning activities.
Assessment , self-assessment and
reflection methods (examples)
• Self-assessment:
- questions for reflection
- Unfinished sentences
- Sweet Reflection
- Learning Blog
- Cobweb ,
- Star Skills self-assessment curve
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Group self-reflection and assesment:
Cake Division
Structured questions
Competency Self Assessment Grid
• Other groups assesment:
- Colored leaves
- against criteria
Lesson
Excitation,
clarifying
experience,
motivation
techniques
Assessment
and selfassessment,
reflection
methods
Active
learning
methods
Students
Teacher
•Show their experiences and
knowledge
•Actively involved
•Develop, deepen, structure
•Take responsibility
•Cooperate
•Self-evaluate
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Plan
Guide the process
Encourage dialogue
Organize self-valuating
Thank you