If you tell me I forget
If you show me I remember
If you involve me I understand
HOW TO BE A GOOD TEACHER
From different surveys, the results
“The teacher plays should
A teacher should be characterized b...
CHILD-CENTERED TEACHING
METHODS AND TECHNIQUES
Methods requiring very little
preparation or resources
Start the lessonthat
Ask a question by
During this
asking students ...
Techniques and methods of
work groups and research
It has to dois oneaof theof
Discussion with kind
One another group are ...
Methods requiring resources
such as handouts or sets of
cards
This a useful given to
Students arethe same as
That is metho...
Methods requiring resources
such as handouts or sets of
cards
Students are given a text on
Students have a handout with
An...
Activities that requires a bit
more preparation; simple
first
Explaining:are working in pairs
Students during this
Jigsaw ...
Effective Management of
Active Learning Strategies
The task is set and it is clear and in
to maximize participation
writin...
FORMATIVE TEACHING STRATEGIES
AND WHAT METHODS WORK BEST
Formative teaching
strategies
At the end of the
It is a is another work in
Students haveof form
This process
Students aret...
Formative teaching
strategies

If we want the lesson to
Tasks like these helpgives
When the teacher to
If we ask test base...
What IS SO SPECIAL ABOUT
FORMATIVE TEACHING?
What active methods work
best?
Thecareful have
Feedback refersto toa
They have not
Be graphics to
We give students a
Stude...
TEACHER-CENTERED VS STUDENTCENTERED TEACHING
The second group includes those
techniques and methods which are based
on stu...
Teacher-centered teaching
pros and cons
Traditional Teaching method is
characterised by emphasis on
“Chalk&Talk”
This teac...
student-centered teaching
pros and cons
These methods consist on:
Student-centered Teaching
Active learning/ the focus of ...
Teacher 's role:

Teaching’ organizer
Leader of the process
Partner in communication
and interaction in class
Stimulat...
Teacher’s role to stimulate students’
learning
The teacher creates the groups
carefully
The teacher plans the activities...
Unless, the teacher is not the
center, his role does not fade away
Passive vs. Active
Teaching
To sum up:
 If you really love teaching children, then give
them the opportunity
 To agree taking part to the lesson,
 ...
Childcentered teaching and interactive teaching methods for a better and effective teaching
Childcentered teaching and interactive teaching methods for a better and effective teaching
Childcentered teaching and interactive teaching methods for a better and effective teaching
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Childcentered teaching and interactive teaching methods for a better and effective teaching

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Childcentered teaching and interactive teaching methods for a better and effective teaching

  1. 1. If you tell me I forget If you show me I remember If you involve me I understand
  2. 2. HOW TO BE A GOOD TEACHER From different surveys, the results “The teacher plays should A teacher should be characterized by threesuccessful students can is A“Learning of teacher the roles main show that the any language based leader and the of allon 10% of what characteristics, respect , empathy , andWe thelearn expressof read, authenticity. better when always try to rememberthe principle they imitation. “explaining” true in The explainer, the kind of teachers rely mainly what isfor listen to, 30% of enthusiasm especially organizer, while the or 20% of on It they the topic and the they see,that is going small children. “lecturing”, that have no knowledge onwe feel encouraged. the teaching of embracewhat they information 50% of in Give whatcase methodology or to studentsthey see around Whatever feedback on the studentssee, 70% If we really listen to process. of what they only a limited knowledge of it. give and students, should entire themutate those things them, they of what say, and 90% and task; let The involver, knows the subject matter,results be goodis they say after alsoprepared to share the we bethe samethe Sometimes knows way. teachers, try to ofMake them feeling in practicing. familiar to teaching methodology. This kind ofthe for thehabits of theis passion wrongtries theyIt them know topic. Only the how to even teacher subject. must to learners, as well. familiarbe the involve the students actively not always necessary, small teacher relation to stand inmaycarried on bytoato teachers areshould listen safe Teachers help creating The enabler The role of this teacher is tothink and to create proper lead of tasks as children.”A good the and supportive ifteacher is theon others. punishlearningstudents Only the their students and conditions that enable the students to learn for themselves focus way who, teachesyoursufficient one, to the environment, and giving their learning.through feedback but thinklearner does learning “What They should students, is clear, then time also.to writethe of it as a writing, tohope than organize be mayto manage,be manner speak to what you professional and original. is more importantthrough the speaking, They does” Resist the and evaluateyour teaching teachermust be through effective to sing selfin their singing, to reasonstudents temptation toon specific highly knowledge tell through confident, innovative, way reasoning.-Withthem other everythingencourageto do things aspects, get makesthem to motivated, unpredictable words, perfect. withthe practice to apply it. information, do best. and talented.
  3. 3. CHILD-CENTERED TEACHING METHODS AND TECHNIQUES
  4. 4. Methods requiring very little preparation or resources Start the lessonthat Ask a question by During this asking students a serves to lead to method, students question which leads what and express think you want to what youlearn to students to want freely everything teach. they know on the topic, they feel free to give they own opinion, therefore, d evelop their speaking skills. This method is This is another method useful for small that is completed by groups if the students’ participation experiences of the and improving or students are a developing their particularly useful speaking skills. resource. Everyone Practicing this method is free to participate makes the students in the discussion, feel nice, real and but never to useful in different humiliate the others situations. speaking.
  5. 5. Techniques and methods of work groups and research It has to dois oneaof theof Discussion with kind One another group are of It is of methods that individual or method that easiest the main principles teachingthese activitiesactive makes is we need kind of activity,the creating ato are used when student an environment cross curricular a surveyor, looking taking long termed, in class. To enable the studentsfor and avoid chaos in classand to taking notes of everything and connected to real world part in the process is suggestedthrougheach-other. happens to organize problems. “Teaching based interact between the the students ofrepresents a process into small groups, in on project the investigation order to stimulate the an whole approach towards It is a particular teaching collaboration with one active and interactive method with the purpose of another. which is learning, investigating objects and characterized by continued events in their natural involvement of students in environment. It is the best teaching research way to make the lesson real.
  6. 6. Methods requiring resources such as handouts or sets of cards This a useful given to Students arethe same as That is method is methodan “teaching by asking” at the end develop students individual unfamiliar piece of using students thinking skill, to be more attentive assignments that are text and they in pairs structured in analyze that and careful to a manner an or smallfive defining criteria groups are met the piece of text. unfamiliar asked to: formulate for cooperative learning: 1. Positive questions importantinterdependence. 2. Individual accountability. the text should be able 3. Face-to-face interaction, 4. Development and to answer, or they appropriate hope the textuse of will interpersonal skills. answer. self-assessment of 5. Regular team performance.
  7. 7. Methods requiring resources such as handouts or sets of cards Students are given a text on Students have a handout with Another useful methods Learning by heart or and they an unfamiliar topic no headings or no subheadings improving theiran effective thinking memorizing is not Using thatbe have to study it. these to , but with space for skill Students our students. given way to wake upcan put their method they are They are completed by them. It imaginationformat and are is a kind read the handout text in one into work allowed to of mechanic and reproduction and it. As in give the headings they asked tobest of hasthat and decidepresent itnothing toare fond developing the that do with what follows in another. By this method summarizeof drawings, and logical look at it summarizing a they of can the form sectionskills. So improveof studentstext inas a kind of is entertainment, working in a kind of This is a good that statement. techniquesand of their the students makes writing skills or groups they may explain manner of improving course, their a text, giving comprehending speaking what they study by drawing developing independent their opinion in a certain way. skills. it. learning.
  8. 8. Activities that requires a bit more preparation; simple first Explaining:are working in pairs Students during this Jigsaw is one groups phase will of a model of The exemplar ismany they good Working in to read or other how students text to each a video using a explain cooperative learning methods to practice. a presentation on prepare This strategyhow they a they didand have toor may be something, use watch almost sizes. Divide with high effect any kind of used in a problem. Question Pairs: resolved given topic. groups. The purpose that “summary cards” which pairs students The teacher students into Duringgives subject. activity the before the is small groups students find key presentation,activitypoints, if teacher should be careful to or to summarizeof students’ prepare for the by reading they using ofimportant they are really attentive, and avoid themselvesafriendship examples of practice done an agreed text, and deriving can give and perhaps analyze groups. Ask students the best questions correct do focused responsible answerstosome on correctly, and to answers, and “consequence or from a the same materialsissues raised. the major points cards” that state examples of bad examples possible. consequences Each Then to different point of common errors. Learning Cells: ofview.facts which containing a few thestudent are given in the four join correctly the text. Students reads analyzing selections and After different and discussing have to decide cards are paragraphs. thecriticpoints of then teaches iswhichin it, each group key correct or the Explain the the material toexemplar to wrong evaluation not. his or her the ones. randomly assigned partner. rest of the class.
  9. 9. Effective Management of Active Learning Strategies The task is set and it is clear and in to maximize participation writing. This task may be different for A useful checklist to ensure that tasks and supporting materials each group. The teacher requires the cover everything. Give the proper instructions to locate students to be prepared to feedback If we need to be how to for information and resources and be well-organized to plan morea Each students has effective thing if complete their group and justify their in group: you the task for the task successfully. It would be a goodand ensure the role make requiring: analysis (‘why’ optional participation , we answers a record. By the end, evaluate information and task student Teacher each try to enable completion. questions) synthesis (‘how’ questions) a group to have at least Checker in or evaluation (‘which’ or ‘how good is role. This avoids some one Scribe students becoming Questioner this’ questions). ‘passive’. Thenchief Vocabulary we may rotate the roles during the Leader term
  10. 10. FORMATIVE TEACHING STRATEGIES AND WHAT METHODS WORK BEST
  11. 11. Formative teaching strategies At the end of the It is a is another work in Students haveof form This process Students areto have lesson, another’sexplain marking or after work. pairs. They try of peer explaining arranged in to finished their dark There other the each are the exemplars. the groups, whoBoth best students, it haveshould points they is have task, students byto students answering if theyand innot of the giveremembered pair asking are each be their judgments have different work. about their After thisor questions. peer’s friendship groups. goals, objectives, examples and they Iprocess,of course saying am not the By the endteacher can assessment students criteria. that them find What’s ask teachersuse the to need not have to So, they compare havestudent’sgiven at mark to are to present Venn-diagram work; wrong? Why it’s least best minute their a five answersit only samepeer the the that and wrong? How to do assessment is assess on different teacher’s timetheself very this and to points on right? useful work topic. their model.
  12. 12. Formative teaching strategies If we want the lesson to Tasks like these helpgives When the teacher to If we ask test based A simple them be effective, and students to bethis kind of able to the students their work correctpointsthen to especially our chosen on key alland . The comprehend tells them to work, firstly method to be bewell andthe correct piece of test they may explain different find should successful, too, weable to need concepts,able different and to bekeep not be the students are focused on to work. If to be prepared for this remember them. Also, not butto find ask up,ableimprovesthe way activities for their diagnostic method if we correct to correct them solution, the students. It just to of thinking, not consists questioning, because teacher may ask them to memorize concepts,and are more questioning but to others work, they on questions on key continue itandhome, in remember at practice explanation we use to always have much more points, ready, to take orderlater in their long term them to practical diagnose the time to teacher’s and think of exercises role. it is. memory.work andso on. misconception better it.
  13. 13. What IS SO SPECIAL ABOUT FORMATIVE TEACHING?
  14. 14. What active methods work best? Thecareful have Feedback refersto toa They have not Be graphics to We give students a Students are statements teachers prepared by statementgoodis compare and confuse that to set of cards make to students about students two true inwefor their of contrast explain ways some part the quality of their match in other own diagrammatic it, but good the different with falseaspects. responses. During presentations, to parts and they have initial phases of learning what they illustrate to evaluate the learning, feedback helps have learned statements in ensure that students do not practice errors. groups.
  15. 15. TEACHER-CENTERED VS STUDENTCENTERED TEACHING The second group includes those techniques and methods which are based on student-centered activities. includes those Teacher-centered methods which aim to give information, and their principal role is to give students the proper knowledge that is the foundation of further thinking development.
  16. 16. Teacher-centered teaching pros and cons Traditional Teaching method is characterised by emphasis on “Chalk&Talk” This teacher is called like this because he or she practices skills and processes. A teacher like this may be characterized by someone who tells his or her students what to do exactly and properly using demonstrated Teachers who practice these methods are not interested in creating relationship to their students or their students to one another. This type of teacher does not usually require much student participation in class.
  17. 17. student-centered teaching pros and cons These methods consist on: Student-centered Teaching Active learning/ the focus of action methods transferCooperative learning/ Inductive teaching the learners from the teacher toand learning These kinds of teachers tend to take control and are more responsible on individual or group students’ learning Students working in this way learn more than just flow specific topics Teachers named as facilitator are often based on activities This kind of teacher generally tries to design learning situations and activities in creative and original ways
  18. 18. Teacher 's role: Teaching’ organizer Leader of the process Partner in communication and interaction in class Stimulating Evaluative
  19. 19. Teacher’s role to stimulate students’ learning The teacher creates the groups carefully The teacher plans the activities carefully The teacher defines the objectives and structures a plan for every activity Observe the students achievements
  20. 20. Unless, the teacher is not the center, his role does not fade away
  21. 21. Passive vs. Active Teaching
  22. 22. To sum up:  If you really love teaching children, then give them the opportunity  To agree taking part to the lesson,  To feel responsible for their actions,  To be included in the activity,  To be organized in fulfilling their duties they have. Contemporary methods create children’s personality, their attitudes and their skills

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