If you tell me I forget, if you show me I remember, if you involve me I understand. Active learning strategies are more effective than passive learning as they allow students to participate directly in the learning process through activities like group work, discussion, problem-solving and peer teaching. For formative teaching to be most impactful, teachers should use feedback and questioning to diagnose challenges, involve students in assessing their own and peers' work, and encourage continued practice and explanation of concepts to support long-term retention.

1. If you tell me I forget
If you show me I remember
If you involve me I understand

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. CHILD-CENTERED TEACHING
METHODS AND TECHNIQUES

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. 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. 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. 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. 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. 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. FORMATIVE TEACHING STRATEGIES
AND WHAT METHODS WORK BEST

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. 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. What IS SO SPECIAL ABOUT
FORMATIVE TEACHING?

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. 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. 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. 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. Teacher 's role:
Teaching’ organizer
Leader of the process
Partner in communication
and interaction in class
Stimulating
Evaluative

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

22. Unless, the teacher is not the
center, his role does not fade away

23. Passive vs. Active
Teaching

24. 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