Creative teaching methods_erasmus+

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  1. 1. Creative Teaching Methods "Motivating Learning for Everyone" in Barcelona, Spain (9-13 October 2017) Inquiry-based Learning, Cooperative Learning, Motivation Trainer: Maja Petrushevska
  2. 2. Teachers from 5 countries: Lithuania, Czech Republic, Greece, Italy and Poland 10-2009iTeenChallenge Course T506.05 2
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  13. 13. A family picture 10-2009iTeenChallenge Course T506.05 13
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  15. 15. H Gaudi 10-2009iTeenChallenge Course T506.05 15
  16. 16. Sagrada Familia 10-2009iTeenChallenge Course T506.05 16
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  18. 18. La Boqueria 10-2009iTeenChallenge Course T506.05 18
  19. 19. Jamon 10-2009iTeenChallenge Course T506.05 19
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  21. 21. What are the 3 biggest Problems Needs Challenges you face as a teacher? 21
  22. 22. Creative teachers are not a small group of brilliant superstars, they are ordinary teachers who pursue the discipline of variety in their teaching. 22
  23. 23. Four challenges to move beyond lecture to creative discipleship training
  24. 24. 1st Challenge What is your goal as a teacher? How do you develop students who are life long learners? One way is to model it! 24
  25. 25. 3 Goals 1. Teach people how to think. 2. Teach people how to learn. 3. Teach people how to work. 25
  26. 26. 2nd Challenge How do people learn? Teens & adults are best motivated to learn when the learning situation is problem centered. Stimulate self-discovery learning, not just content mastery. 26
  27. 27. Traditional vs Creative Discipleship Traditional approach: Teach Assign Do Creative Discipleship: Assign Do Teach 27
  28. 28. Learn How to Listen to your Students.
  29. 29. 3rd Challenge: What creative methods of teaching do you use? 29
  30. 30. How to become a teacher your students will never forget! Predictability Vs Impact Greater Less Less Greater The greater the predictability, the less the impact 30
  31. 31. The less the predictability the greater the impact!
  32. 32. 4th Challenge: What is your level of enthusiasm? Creative discipleship training is life centered, not theory centered. 32
  33. 33. , , project, , . , , , , . 10-2009iTeenChallenge Course T506.05 33
  34. 34. , . , , , , 10-2009iTeenChallenge Course T506.05 34
  35. 35. . , , , . . . (- , . & ., 2008, ) 10-2009iTeenChallenge Course T506.05 35
  36. 36. Phases of Inquiry-based Learning
  37. 37. Inquiry Model Reflecting on the Process
  38. 38. The key component of Inquiry-based Learning and part of every phase of the Model Reflection over Inquiry Process Understanding, how I learn best Monitoring of thinking and feelings Sharing successes and frustrations Review of new learnings and understandings Reflecting on the Process
  39. 39. Today I learned Today I was interested in Today it was important to me that... I was curious about
  40. 40. It is the most important phase of the whole process which begins with the students interest or curiosity about a topic. Identifying a topic area, developing questions and brainstorming possible information sources. Developing a plan for inquiry and assessment criteria. Planning
  41. 41. At the beginning students need to become familiar with the entire inquiry process. It is important to engage them in the preparation and planning of the activity. * thinking what I already know and what I want to know * generating questions and ideas Planning
  42. 42. Planning Cycle 10-2009iTeenChallenge Course T506.05 42
  43. 43. Plan for Inquiry-based Learning Activity BEFORE: AFTER: What I know: What did I learn? What I need to know: How well did I achieve my goals: What I want to know: For the next time: What is the goal of the activity: What skills will I use: What resources do I need: What steps do I follow:
  44. 44. Thinking about the information students have and the information they want to know. Teaching: how to distinguish relevant information from irrelevant information Identifying the keywords, creating a search strategy Exploring different sources Retrieving
  45. 45. Finding an area / aspect of the topic that students decide to investigate more deeply Selecting and recording information relevant to students topic that will answer their questions Evaluating print, nonprint, digital and electronic information Creating new questions, issues and ideas Teaching students how to compare, contrast and synthesize data Processing
  46. 46. Organizing the information and creating a presentation format Combining and synthesizing information from various sources to create a creative product Many possible creations: reports, maps, artistic performances, speeches, displays, movies, debates, cartoons, textbooks, etc. Creating
  47. 47. Presenting the new understanding, sharing the knowledge with the particular audience. Communicating with the audience and receiving a feedback. It is important that students learn presentation skills earlier Sharing
  48. 48. Reflection on the evaluation of the product and inquiry process. Providing constructive feedback for other students . Assessment of students knowledge and skills that is based on established criteria. Reflection: what I have learned, what was my success, what should I improve. Evaluating
  49. 49. 1.What worked well? 2.What didnt work? 3.What would I do next time? 4.What I have learned about the topic? 5.What did I like about the other presentation? 6.What did I learned from the other presentation?