Creative teaching methods_erasmus+
Transcript of Creative teaching methods_erasmus+
Creative Teaching Methods
"Motivating Learning for Everyone" in Barcelona, Spain (9-13 October 2017)
Inquiry-based Learning, Cooperative Learning, Motivation
Trainer: Maja Petrushevska
Teachers from 5 countries: Lithuania, Czech Republic, Greece, Italy and Poland
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Ομαδική εργασία
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Συζήτηση
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Παρουσιάσεις
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Παιχνίδια
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Διερεύνηση θεμάτων
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Διακρατικές ομάδες
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Συνεργασία
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Τελική παρουσίαση
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Απονομή βεβαιώσεων
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A family picture
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Ο χώρος του σεμιναρίου
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H Βαρκελώνη του Gaudi
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Sagrada Familia
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Το άγαλμα του Κολόμβου
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La Boqueria
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Jamon
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Το λιμάνι
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What are the 3 biggest…
ProblemsNeedsChallenges
you face as a teacher?
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Creative teachers are not a small group of brilliant superstars, they are ordinary teachers who pursue the discipline of variety in their teaching.
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Four challenges to move beyond lecture
to creative discipleship training
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!
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3 Goals
1. Teach people how to think.
2. Teach people how to learn.
3. Teach people how to work.
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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.
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Traditional vs Creative Discipleship
Traditional approach:
Teach Assign Do
Creative Discipleship:
Assign Do Teach
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Learn How to Listen to your Students.
3rd Challenge:
What creative methods of teaching do you use?
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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
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The less the predictability the
greater the impact!
4th Challenge:
What is your level of enthusiasm?
Creative discipleship training is life centered, not theory centered.
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ΔΙΕΡΕΥΝΗΤΙΚΗ ΜΟΡΦΗ ΔΙΔΑΣΚΑΛΙΑΣ
Μέθοδοι της μαθητοκεντρικής διδασκαλίας είναι η λύση προβλήματος, η υπόδηση ρόλων, η μέθοδος project, ο πειραματισμός, η διερεύνηση – ανακάλυψη και η προσομοίωση. Το μαθησιακό περιβάλλον είναι πραγματικό, πλούσιο σε υλικά, δίνεται έμφαση στη μάθηση μέσω της ενεργητικής συμμετοχής, υπάρχει δυνατότητα αναπαράστασης, απάντηση στα δρώμενα και εναλλαγή στην εφαρμογή πρωτοβουλιών.
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Οι μαθητοκεντρικές μορφές διδασκαλίας
Επιτρέπουν στον μαθητή να διδάσκεται πώς να μαθαίνει και να σκέπτεται, τακτική που αναπτύσσει τη δημιουργική σκέψη. Έρχεται σε αντίθεση, με την παραδοσιακή διδασκαλία που χρησιμοποιεί , ως επί το πλείστον, τη διάλεξη και έχει ως αποτέλεσμα την απλή απομνημόνευση χωρίς κατανόηση των γεγονότων, καθώς και τη μη συσχέτιση παλαιάς με την νέα γνώση και μη εφαρμογής της σε νέες προβληματικές καταστάσεις
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Βασικό συστατικό της διερευνητικής διδασκαλίας
είναι η ύπαρξη προβλήματος και χαρακτηριστικό της μέσο είναι ο διάλογος. Υπάρχει δηλαδή μια αλληλεπίδραση μεταξύ δασκάλου και μαθητών, όπου ο καθένας αναδιαμορφώνει τις απόψεις, γνώσεις και στάσεις του, με βάση τα μηνύματα που δέχεται από τα άλλα μέλη. Συχνά ο δάσκαλος με διαδοχικές ερωτήσεις κατευθύνει τη σκέψη των μαθητών προς τον επιδιωκόμενο στόχο. Ένα σημαντικό στοιχείο στην επιτυχία της διδασκαλίας είναι η επιλογή σωστών ερωτήσεων που δεν περιέχουν την απάντηση. (Κωστούλα- Μακράκη, Ν. & Μακράκης Β., 2008, Διαπολιτισμικότητα και Εκπαίδευση για ένα βιώσιμο μέλλον)
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Phases of Inquiry-based Learning
Inquiry Model
Reflecting on the
Process
The key component of Inquiry-based Learning and part of every phase of the Model
Reflection over Inquiry ProcessUnderstanding, how I learn bestMonitoring of thinking and feelingsSharing successes and frustrationsReview of new learnings and understandings
Reflecting on the Process
Today I learned…
Today I was interested in…
Today it was important to me that...
I was curious about…
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
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
Planning Cycle
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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:
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 strategyExploring different sources
Retrieving
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 ideasTeaching students how to compare, contrast and
synthesize data
Processing
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
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
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
1.What worked well?
2.What didn’t 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?