llp comenius multilateral partnership 2012-2014 international workshop in budapest, hungary - the 8...

Teacher’s right method – Student’s right

knowledge

LLP Comenius Multilateral Partnership 2012-2014

International workshop in Budapest, Hungary

- the 8th of February 2013 -

Material prepared by:Mihaela Ţurcănaşu, Teacher of

HistoryAdriana Dobri, Teacher of

Mathematics

Technological High School “Virgil Madgearu”, Iaşi, Romania

DURABLE KNOWLEDGE - KEY TO THE FUTURE

• Results of the research on the methods used by teachers to ensure quality learning– Questionnaires– Round tables at the level of each department

• Illustrations of different methods used in our school– Departments of Literature and Mother Tongue and of Foreign Languages– Departments of Mathematics and of Applied Sciences– Department of Socio-Human subjects– Departments of Tourism and Alimentation and of Economic subjects– Department of Primary Education

• Study case – Teaching the unit: Environmental and consumer protection• Conclusions

CONTENT

In January 2013, the Committee of Evaluation and Quality Assurance applied a questionnaire to identify the didactic strategies that activate learning and ensure durable knowledge.

The questionnaire was applied to 55 teachers of different subjects, representing 83% of full time teachers.

The questions referred to:

1. Appreciation of the efficiency of the strategies used to ensure a quality learning;

2. Dominance of strategies used in teaching;

3. Frequency of active methods, with examples;

4. Choice of efficient strategies for durable knowledge.

Results of the research on the methods used by teachers to ensure a quality learning

Language and Communication

department

Mathematics and Sciences

Human and Society

Economics and Services

Primary0

2

4

6

8

10

12

Expository presentation Heuristic Research basedAlgorythmic Students centred

Dominance of strategies used in teaching

E-Learnin

gStudy

visit/trip

School contest

Cooperative learning

Differentiated tasks

Learn by discovery

Interactive and students centred activities

Choice of efficient strategies for durable knowledge

40

36

25

23

22

21

8

The analysis of the results of the questionnaire was the starting point of discussions at the level of each department on the methods used by teachers to ensure quality learning.

Teachers shared their professional experience and made proposals for demonstrative lessons, based on strategies that stimulate long term learning.

Conclusions of the research:

1. A variety of strategies can be used to ensure quality learning;

2. Strategies and methods differ according to the specific of each subject;

3. The efficiency of each method is influenced by various factors (students’ motivation, teachers’ personality, content of the lesson, resources – materials, time …);

4. Combining different strategies during a lesson is the key to durable learning.

Research on the methods used by teachers to ensure quality learning

• Text analysis• Project method• Learn by discovery

Research based strategies

• Debates• Collective discussions• Case study method• Project method

Heuristic strategies

• Critical thinking – text analysis• Essays• Cooperative learning

Students based strategies

• Teachers use mainly research based and student based strategies;

• Learning to classify and discern differences and similarities prepare students for employing metaphor, analogy, and higher-order thinking skills;

• Homework can increase students’ understanding when assignments provide the opportunities needed to practice and apply new learning;

• Cooperative learning and grouping can promote student s’ learning and build interpersonal skills when done wisely and support structures are in place;

Conclusions of the department of Literature and Mother tongue and of Foreign Languages

• Literary cenacle

Methods used for Literature and Mother tongue classes

Students recreating a literary reunion

• Role play

Performance based on a script adapted after a Romanian novel studied during

Literature classes

• Study visit


Improving knowledge on Literary Personalities at the Modern

Romanian Literature Museum

• Literary evocations

Performing traditional carols - Literature classes

• Individual study


Improving the ability to scan a text for information – French class

• Project method

Broadening knowledge about Halloween customs - English class

• Explanation• Expository presentation

Expositive strategies

• Problem solving• Learn by doing• Demonstration with objects


• Experiment• Practical applications

Algorithmical strategies

• Teachers use mainly expositive, research based and algorithmic strategies;

• Learning is supported by use of objects, maps, models;

• Interactive activities, differentiated tasks, student centred learning, learning by doing are highly rated as the most efficient didactic strategies;

• There is a certain need for the improvement of laboratories and for the acquisition of updated didactic materials;

Conclusions of the Department of Mathematics and of Applied Sciences

• Group work

Methods used for Mathematics classes

Working together – Mathematics lesson

• Exercises

Mathematics learned through exercising

• Demonstration-performance method

Methods used for Applied Sciences classes

Chemical processes demonstrated by teacher Daniela Dumitraş

• Map reading and interpretation

Acquiring and analyzing geographic information – Geography lesson

• The experiment

Methods used for Applied Sciences classes

Burning of Magnesium – Chemistry lesson

• Gallery walk

The Atom – Chemistry lesson

The school contest between 9th Graders on Chemistry topics

Methods used for Applied Sciences

Modelling a small volcano – Chemistry lesson

• Chemical Puzzle

Experience - based learning – Chemistry lesson

• Modelling

• Expository presentation


• Debates• Collective discussions

Heuristic strategies

• Research• Portfolio and Project method• Case Study• Problem solving


• Heuristic strategies give teachers the opportunity to raise problematic situations before the students and to find the best or multiple solutions;

• It is recommended to increase students' readiness for learning with cues and questions that connect new ideas to existing knowledge;

• The project method is a productive approach, having a direct utility for students;

• Students learn better from thematic, interdisciplinary instruction - themes are a way of understanding new concepts and provide mental organizing schemes;

Conclusions of the Department of Socio-Human Sciences

Methods used for Human Sciences classes

Analysing and comparing types of human character – Psychology

lesson

• Didactic game

Enhancing creativity and cooperative learning by means of

Tangram rectangle

• 6 Thinking hats

Methods used for History classes

Last check of the scientific paper – History lesson

• Portfolio method

Presentation of the portfolio – History lesson

• Scientific research

The school contest for 11th Graders on a Historical event – Celebrating the National Day – the 1st of December, the Union Day


Presenting the results of research in PPT presentations

Creating posters dedicated to each historical region

• Scientific research • Thematic posters

The school contest for 11th Graders on a Historical event – Celebrating the National Day – the 1st of December, the

Union Day


Historic quiz Portfolios and study cases

The school contest for 11th Graders on a Historical event – Celebrating the National Day – the 1st of December, the

Union Day


Return to our roots – Traditional dishes from different historic regions

Methods used for Religion classes

Consolidating moral values by exercising philanthropy – bringing gifts to children

with leukemia

Learning about the Orthodox iconography in a real context –

Probota Monastery

• Moral example • Study visit

• Expository presentation


• Exercise• Demonstration• Practical applications

Algorithmic strategies

• Learning by doing• Demonstration with objects• Portfolio• Case study


• Learn by doing is encouraged, as students learn implicitly rather than explicitly;

• Students get real experience of their working (by exercises, portfolio, study case), and the learning which is associated with doing is more stable and meaningful;

• Simulation offers unique opportunities to enhance learning and allow students to test knowledge, gain experience, and practice skills;

• Through brainstorming, a problem is analysed and evaluated more comprehensively;

Conclusions of the Department of Tourism and Alimentation and of Economic subjects

Methods used for Tourism and Economics classes

Presenting the business plan of their case study firm

Adverting their tourism agency F.E. Parfait Tours S.R.L. using marketing

strategies

• Simulating a real firm, through “The Case Study Firm” , gives students the opportunity to exercise key economic skills and to practice applications specific to this domain.

Practical stages at our economic partners – Restaurant “Ciric”

Methods used for Public Alimentation and Gastronomy classes

Learning from a master chefPractical application for banqueting organizers

• Culinary exhibition• Learning by doing

• Expository presentation• Explanation


• Play-way method• Collaborative learning

Students’ based strategies

• Explicit modelling• Exercise• Demonstration with objects

Demonstrative strategies

• Primary teachers use a wide range of strategies to ensure long term acquisition of knowledge;

• These strategies can be divided into didactic techniques (adult centred), group techniques (inter-active) and maieutic techniques (child centred);

• Play-way method is essential, answering to the needs, interests and abilities of individual child to support the all round development of personality ensuring sensory involvement – hearing, touching, tasting, smelling and direct contact with real objects, people, places and events – is encouraged.

Conclusions of the Department of Primary education

Methods used for primary level

Learning songs and coordinating movements

Learning stories while drawing

• Play-way method • Collage

Field of basic training: TRADE

Teacher: JESCU LIANA

Forms 10 E, F, G, H

Allocated hours: 8

Project implementation period:

the 7th of May – the 3rd of June 2012

Study case – Teaching the unit: Environmental and consumer protection

BEFORE

• Filling in the KWL chart in order to identify the level of knowledge concerning the specific legislation for environmental protection.

• Brainstorming on: How to preserve the environment?

• Identifying learning styles;

• Students will fill in a checklist of IT skills and, depending on their answers and choices, groups of maximum 5 students will be created and working tasks will be given.

ACTIVITIES

DURING

• Presentation of the project plan, dividing into groups, explaining the operating mode, specification of project assessment criteria;

• Monitoring through checklists and discussions in order to determine which students need additional guidance;

• Self-assessment forms for students;

• Individual and group observation sheets. Students can be observed both individually and while working in groups. The reason for observation could be focusing on the project.

AFTER

The Students:

• Will present to their colleagues the materials, PPTs, posters and publications created by them;

• Will fill in a list of Reflection Questions;

• Will post their opinions on the blog;

• Will discuss possible deficiencies and ways to improve the project.

The Teacher:

• - Will evaluate students’ products/portfolios.

Lesson 1

Pre-learning Activities

• Initial assessment

• Presentation of project method

• Discussing Internet Browsing Rules

• Presenting Copyright Rules.

CONTENT OF THE LEARNING UNIT

Lesson 2

• Initiation of a debate based on a video clip;

• Differentiated tasks for each group will be set: creating a leaflet, poster, PPT, blog;

• Bibliography will be made available for students

• A PPT- model will be presented;

• Group-work rules will be presented and future tasks will be set.

Lesson 3

• Expository presentation: the obligations of economic agents from the field of trade regarding the environmental protection will be identified

• Analysis: the impact of the out-of-use products on environmental protection will be analyzed

• Examples of recycling various products will be presented: electronic equipment, appliances, cars, packages etc.

Lesson 4

To be identified and analyzed:

• Ways of preventing environmental pollution during work and personal activities.

• Implication of economic agents in order to apply environmental policies.

Tests


Lesson 5

To be discussed:

• Identification criteria of the nature of the materials used for packages;

• Symbols for recognizing them;

• Ecological labelling;

• Proper management of packaging using marked containers, according to the material type.

Lesson 6

• Collective discussion on the risk-factors specific to the workplace and the necessary measures in order to reduce pollution.

• Analysis of the rational and efficient use of finite resources in the context of long-lasting development.

• The Teacher will coordinate and evaluate the projects.

• Formative test.

Lesson 7-8

• Projects will be presented by each group

• Each group member will have the opportunity to present his /her contribution to the achievement of the task and to self-evaluate the result of the activity.


Individual assessment tools:• Self-assessment• Assessment test• K-W-L Diagram• Creativity

checklist • Collaboration

checklist

Assessment tools for groups of students

• Descriptors for Multimedia presentation assessment

• Publication checklist

• Blog assessment criteria

• Leaflet assessment criteria

• PPT assessment criteria

• Student/Group Observation-Sheet

Students’ conclusions

Advantages:

• we have learned new things in an attractive way;

• we have used the Internet as documentation source;

• we assessed ourselves and collaborated with our colleagues.

Disadvantages:

• when we had no access into the lab.

CONCLUSIONS REGARDING THE PROJECT METHOD

Teacher’s conclusion

• It involves the student in a learning activity based on investigation, cooperation, the use of various resources, formative and self-assessment.

• It enables an interdisciplinary approach, creativity stimulation, the use of a wide range of facilitating materials, access to new technologies and student-centered learning, adapted to the learning styles and needs of the student.

Project sustainability

The results can be used subsequently:

• in competitions on environmental protection issues• in the elaboration of

the portfolio needed for the professional competencies certification exam.

• Effective teaching begins with effective course design.

• Understanding the variety of learning styles present in classroom is essential to addressing those learning styles effectively.

• It is very important for a teacher to assess students’ learning, early and often, in order to attend to any difficulties, as soon as they arise, before they become impediments to future learning.

• Learning is learnable! True learning resides in each individual and teachers’ task is to draw it out and refine it through true learnacy techniques.

• There is no perfect method! Just methods used efficiently!

“The moral of the story: find a method that works best for you, and don’t waste time debating the merits of the options.” The Fox and the Cat, Aesop

CONCLUSIONS

THANK YOU FOR YOUR ATTENTION!

llp comenius multilateral partnership 2012-2014 international workshop in budapest, hungary - the 8...

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