Five innovative education strategies of prakash nair
1. Five innovative education
strategies of Prakash Nair
Italy – Bulgaria – Germany – Greece – Turkey
Erasmus+ project
„Do not exclude me!”
2017-2019
2. 2
Prakash Nair, REFP................................................................................................................................... 5
Why choosing these five out of 30 strategies of Prakash Nair?............................................................. 6
Five learning strategies............................................................................................................................ 8
Peer tutoring ........................................................................................................................................... 9
What is it?............................................................................................................................................ 9
Benefits ?!...................................................................................................................................... 10
How does it work?! ....................................................................................................................... 11
Lesson of maths in peer teaching methodology ............................................................................... 14
Relation between tutor and tutee: ................................................................................................... 15
What is the behavior of tutors and tutees to each other? ............................................................... 16
Peer tutoring in physics..................................................................................................................... 18
Flipped Learning.................................................................................................................................... 22
Objectives of the course.................................................................................................................... 25
Flipped classroom.............................................................................................................................. 26
First day October 24th....................................................................................................................... 27
Using video editors............................................................................................................................ 32
Potential benefits.............................................................................................................................. 36
Conclusions........................................................................................................................................ 36
Cooperative Learning ............................................................................................................................ 37
What is cooperative learning ............................................................................................................ 38
Why Use Cooperative Learning......................................................................................................... 40
The Five Cooperative Learning Skills................................................................................................. 41
COOPERATIVE LEARNING .................................................................................................................. 42
CASE STUDY - ENGLISH LESSON – CONDITIONALS................................................................................ 44
COOPERATIVE LEARNING ...................................................................................................................... 47
ENGLISH LESSON ................................................................................................................................... 47
Case Study ......................................................................................................................................... 48
For the theory:................................................................................................................................... 49
Steps.................................................................................................................................................. 51
For the feedback exercises:............................................................................................................... 54
COOPERATIVE LEARNING ...................................................................................................................... 64
Case Study English Lesson Organize a trip to Paris .............................................................................. 68
Case Study – English Lesson .............................................................................................................. 68
The steps ........................................................................................................................................... 71
Conclusion ......................................................................................................................................... 73
3. 3
Traditional Class Layout......................................................................................................................... 83
STRATAGES AND METHODS IN ENGLISH.............................................................................................. 85
Modern Teaching Methods............................................................................................................... 86
Community Language Learning......................................................................................................... 86
Task-based language learning ........................................................................................................... 87
The Natural Approach ....................................................................................................................... 87
Teaching strategies and methods in physical education ...................................................................... 89
Methods and strategies applied in chemistry and environmental education and physics and
astronomy ............................................................................................................................................. 90
Methods and strategies in education in mathematics, informatics and IT........................................... 92
Strategy and methods in Bulgarian language learning......................................................................... 95
Bulgarian educational system ............................................................................................................... 97
FORESTRY VOCATIONAL HIGH SCHOOL – BERKOVITSA, BULGARIA...................................................... 99
I. School’s characteristics .................................................................................................................. 99
II. Acquired professions..................................................................................................................... 99
III. Personnel provision...................................................................................................................... 99
IV. Material and technical base:...................................................................................................... 100
Project-based learning ........................................................................................................................ 108
Project-based learning – what it is.................................................................................................. 108
Project-based learning – what it is.................................................................................................. 109
Project-based learning – what it´s not............................................................................................ 110
Project-based learning – about developing skills............................................................................ 111
Project-based learning – the classroom.......................................................................................... 112
Project-based learning – the teacher´s role.................................................................................... 113
Project-based learning – characteristics ......................................................................................... 114
Organization of the Erasmus+ Visit ..................................................................................................... 117
A school project at Johannes-de-la-Salle-Berufsschule in Aschaffenburg ...................................... 117
Project subject/target ..................................................................................................................... 119
Project progression ......................................................................................................................... 120
Project preparations........................................................................................................................ 121
Assigning tasks and create Excel and Word files............................................................................. 122
Outdoor activity............................................................................................................................... 123
Planning........................................................................................................................................... 124
Contact ............................................................................................................................................ 126
Performance.................................................................................................................................... 127
Activities.......................................................................................................................................... 128
4. 4
Last tasks, to create participation certificates and invoices ........................................................... 129
Feedback ......................................................................................................................................... 130
„Labyrinth“ .......................................................................................................................................... 132
Project data ..................................................................................................................................... 133
Project subject and target............................................................................................................... 134
Project preparations........................................................................................................................ 135
Project progression ......................................................................................................................... 136
Project Based Learning........................................................................................................................ 152
Index................................................................................................................................................ 153
Interim result................................................................................................................................... 156
The end result.................................................................................................................................. 158
The German Education System ........................................................................................................... 160
Kindergarten.................................................................................................................................... 160
Elementary School........................................................................................................................... 161
Entering to the High School System................................................................................................ 163
Hauptschule..................................................................................................................................... 164
Realschule........................................................................................................................................ 165
Gymnasium...................................................................................................................................... 166
Gesamtschule.................................................................................................................................. 168
Interesting Facts.............................................................................................................................. 169
Personalized Learning ......................................................................................................................... 193
How to Personalize Learning ? ........................................................................................................ 207
Learner Qualities ............................................................................................................................. 208
We applied questionnaire to the students to get info about their learning style .......................... 213
Personalization Strategy in Literature............................................................................................. 216
Personalization Strategy in English Lesson...................................................................................... 225
Presentation.................................................................................................................................... 227
Practice............................................................................................................................................ 228
Production....................................................................................................................................... 229
Teaching Methods - Techniques Used in Class and Analysis of the Coursebooks .............................. 232
Using New Technologies In My School................................................................................................ 234
5. 5
Prakash Nair, REFP
Prakash Nair is a futurist, a visionary architect and
the Founding President & CEO of Fielding Nair
International, one of the world’s leading change
agents in school design with consultations in 47
countries on six continents. He is the recipient of
many international awards including the A4LE
MacConnell Award, the highest honor worldwide for school design.
He has written extensively in leading international journals about school design and educational
technology and their connection to established educational research. He is also the author of
two books including the landmark publication, The Language of School Design now in it’s 4th
edition, and Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning
published by the Harvard Education Press.
Prakash served as an instructor for Harvard X “Leaders of Learning”, an online course which lets
you explore and understand your own theories of learning and leadership. Led by Harvard’s Dr.
Richard Elmore, Leaders of Learning helps identify and develop educators’ personal theory of
learning, and explore how it fits into the shifting landscape of learning.
Prior to co-founding Fielding Nair International, Prakash worked for 10 years as Director of
Operations for a multibillion-dollar school construction program for New York City. Prakash
Serves as a Managing Principal on several projects scattered around the world. He has served
as a school planning and design consultant, presenter and/or keynote speaker for clients in
Australia (five states), Belgium, Brunei, Canada, Cayman Islands, Costa Rica, Denmark, Finland,
Germany, India (six states), Indonesia, Israel, Malaysia, Mexico, Oman, New Zealand, Puerto
Rico, Qatar, Singapore, Saudi Arabia, Spain, Sri Lanka, Switzerland, Thailand, The Netherlands,
Turkey, U.A.E., U.K. the United States (23 states) and Venezuela.
By staying current with the research as well as national and international social, economic and
cultural trends, Prakash is able to bring best practice thinking from many disciplines and fields
to bear on education-related problems and projects. This approach has helped education
clients save millions of dollars while still achieving or exceeding their schedule and quality
expectations.
Prakash’s signature talent lies in his ability to communicate his passion for a new approach to
education across the globe. He forges strong partnerships with local firms, helps client
communities visualize their future, builds consensus for uniquely tailored solutions, and helps
execute them successfully.
https://www.fieldingnair.com/team/prakash-nair/
6. 6
Why choosing these five out of 30 strategies of
Prakash Nair?
Our project is innovative and complementary itself with its all aspects, programme, activities,
intellectual outputs and strategies.
-We take 5 out of 30 innovative education strategies of Prakash Nair -a futurist, a visionary
planner and architect with Fielding (Designshare.com / 30 Strategies for Education Innovation)-
to be implemented into curriculum to develop the quality of our schools education.
-The activities include good practices and innovation. The partners will observe one another and
transfer the good practices and innovation to their own school programmes.
-Our project activities are not common but they are specific to our project theme. We do not
have any unnecessary activities. We carefully planned the activities which will be practicable and
effective to reach our goals.
The following innovative strategies will be applied:
GR -Cooperative Learning
Cooperative learning is defined as “A method of instruction that encourages students to work in
small groups, learning material, then presenting what they have learned to other small groups.
In doing so, they take responsibility for their own learning as well as their classmates’. In other
words, cooperative learning is a system in which students become both motivated and
motivators. By shifting responsibility for learning from teachers to students, cooperative learning
takes away the “us vs. them” mentality that the typical school organization naturally tends to
encourage and creates in its place a new dynamic environment where students feel empowered
and eager to succeed on their own terms and not only to please their teacher.
IT -Peer Tutoring
There is a saying that the best way to learn something is to teach it. At schools across the world,
students become better learners as they take the role of teachers and mentors to younger
children. Peer tutoring is also valuable because students can often forge stronger bonds with
other students than with adults and are more easily able to develop interest and motivation in
younger
learners. While there are some problems with this approach including the fact that not all
students can be good teachers and also the quality of instruction may not be as high as desired,
still there are a lot of advantages to peer tutoring as set forth by University of Western Australia
below:
• It involves students directly in the teaching and learning process;
7. 7
• The act of teaching others enhances student's own learning;
• It encourages collaboration between learners;
• It can be viewed as a strategy for dealing with individual differences in the classroom.
BG-Team Teaching
Strategies like Project Based Learning can work in isolated classrooms with a good teacher, but
they are the most effective when teachers of various interests and abilities work together as a
team to deliver a multidisciplinary program for the students. Team teaching is also beneficial
because it makes teaching a less lonely profession than traditionally regarded. By working closely
with their peers, teachers themselves gain the benefits of cooperative learning. Students benefit
from team teaching curricula, not hampered by a teacher’s weakness in any given area because
that might be a strength another teacher in the group possesses. Team teaching also facilitates
the use of block scheduling that was discussed earlier.
DE -Project Based Learning
This strategy is implicit in various others described here. PBL is a way to make learning
meaningful and real. Instead of “learning” material out of textbooks, students work in teams to
tackle real-world problems. Often, students will collaborate with peers across the world on
global projects, forge meaningful relationships and build virtual communities of learners in the
process. There are many advantages to PBL as a way to promote learning, including:
• it develops collaboration skills;
• it deals with real-world problems so students can make important connections between what
they learn at school and its relevance to the world outside school;
TR -Personalization
Personalization of learning starts with the idea that learners are not products that can be mass-
produced by schools. If one accepts the undeniable truth that no two children are exactly alike,
then it must logically follow that no one system of education can work for all students. What
follows is the notion that a good educational model will "personalize" each student's learning
experience. The idea that each student has an "Individualized Education Program" is not new to
those who specialize in educating children with learning disabilities. Personalization includes not
only what will be learned in school, but also how it will be learned. While it is possible and
perhaps even desirable to postulate certain "standards" which define the kind of skills and
knowledge that constitutes robust learning in any given discipline, each student must have
adequate and individualized preparation to master these standards.
8. 8
Five learning strategies
Peer tutoring Italy
Istituto d’Instruzione Superiore
Leonardo Da Vinci
Cooperative learning Greece
4 epal Kavalas
Team teaching Bulgaria
Lesotehnicheska Profesionalna
Gimnaziya
Project based learning Germany
Johannes-de-la-Salle Vocational School
Personalisation Turkey
Çarşamba vocational and technical
Anatolian high school
9. 9
Peer tutoring
What is it?
Peer tutoring is a method of
instruction between two or more students in a
group, where one of the students acts as a tutor for
the other group-mate(s).
Peer tutoring can be applied among students of the same
age or students belonging to different age groups.
10. 10
Students learn more and
demonstrate mastery when
they are able to
comprehensively teach a
subject.
Students are not afraid to
get a mark or grade from
their peers.
Benefits ?!
11. 11
How does it work?!
Peer-to-Peer Tutoring works when used properly. It will require some
monitoring and involvement of others such as parents or teachers to
verify or ensure that a student understands the material that he or she is
studying. In an ideal situation, Peer-to-Peer Tutoring is the golden
standard for study guides to utilize in all aspects of their discipline.
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Vigotsky
For learning the social context is fundamental, Vygotsky taught: if the
child alone has a certain ability to evolve, helped by a more competent
person can improve and reach its optimal level. When the tutor is a peer
there are several advantages. There is a greater proximity of cognitive
modality, among children of the same age a similar
strategy is used to learn. Then there is the "authority" of the
professor, who, according to the authors of the study, can
help the child to be more open in revealing his gaps to the
partner. And the aspect of trust comes into play, one relies
on the other. Conflict is reduced, communication is
improved. This triggers a mutual aid mechanism that
transforms into a virtuous social dynamic.
14. 14
Lesson of maths in peer teaching
methodology
5^ Liceo socio-economico IIS Leonardo da Vinci
Piazza Armerina
Peer education is one of the most recognized and heavily researched
interventions in special education. It is typically used 2 or 3 days a week to
supplement math instruction in our school classrooms.
This study aims to investigate the properties of peer tutoring in the fifth
year of students in our liceum.
The students met regularly and studied calculus together for two months
in technology-rich classrooms.
According to analysis , tutors and tutee have various types of relationship
that are dependent on the skills of the tutors and the personality of the
peers.
These are interdependent to each other, scaffolding one another.
Mathematic is a very important subject area for students of our Liceo.
Most programs involve studies of calculus, therefore the learning of
calculus is fundamental to future university students.
Tutoring is one form of facilitating teaching and learning in higher
education as increased student numbers in larger class size make learning
more difficult than ever, leading students to learn by themselves or seeking
help from their peers.
Student tutors and tutees in the same class share similar academic settings,
based on similar achievement. Tutee/tutor interaction is effective where
the more skilled / experienced learners assist and guide lesser-skilled
learners.
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Relation between tutor and tutee:
Tutoring support increases students‟ self-esteem and confidence and
helps social skills through the removal of barriers and the building of new
friendships
Moreover, peer tutoring provides emotional support and positive role
models . Peer learning is considered very effective, but there are
exceptions. Usually, tutors should be high-achievers and considered as role
models, but sizeable ability differences can prove under-stimulating for
tutors. For average ability student tutors, both tutor and tutee need
cognitive challenges in their teaching-learning. Tutoring itself involves
cognitive challenges, particularly involving simplification, clarification and
exemplification.
In Peer Instruction sessions, topics for the lesson are taught in a series of
parts which consist of a short presentation on a concept, a conceptual
question, individual student responses to the questions, peer discussions
in which students explain ideas and try to convince each other they are
correct, and a short explanation of the correct response by the instructor.
In these parts the key concept is “explanation” in order to promote
learning. Their results indicate increased student mastery of both
conceptual reasoning and quantitative problem solving. The core point is
that students need to explain the math in a way that their peer could
understand.
Students worked in groups with peer leaders as instructors.
This educational technique is designed to improve student learning by
fostering interaction between students on the course as they help each
other to learn. Students often feel more comfortable asking questions of a
tutor as the tutor has no direct influence over their grades. Tutors can help
students improve their self-efficacy, confidence, and the ability to do well
in school, which can help students connect to university life.
16. 16
What is the behavior of tutors and tutees to each other?
Sandra and Daniele
Sandra, after the first term , passed Caculus with grade 9. A good
listener in class, she takes notes and asks questions. She also taught
mathematics to her friends since middle school, even teaching from
the board like a teacher, saying she likes and is very confident teaching.
Tutor and Tutee Relationship
Sandra acts like a teacher. She is supportive to Daniele and scaffolds
his learning during tutoring. She portrays self-confidence, even if not
knowing some part of a topic, she comfortably admits when she does
not know. Daniele is a tutee who tries to learn and understand the
topic from Sandra. In this dyad, Sandra scaffolds by giving effective
explanations and asking effective questions. However, sometimes
they changed roles seamlessly. Sandra became tutee when she didn’t
know a concept. For example, Daniele helped Sandra to understand
why the unit is during the solution of one problem.
Daniel asked some points to Sandra that had not originally been
understood. For example, finding the inverse function and one-to-one
function by looking at the graph of the function – they discussed and
achieved a result by working on it together. In this dyad, the tutor is
scaffolding the tutee most of the time, but occasionally roles were
reversed, or they both have the same level of knowledge and work
together. Therefore, their relationship is both scaffolding and
interdependent. She presented scaffolding elements in her teaching,
such as gaining Daniele’s interest through helping him solve specific
questions. She directs the coaching, confirming and checking his
answers, responding to Daniele’s emotional state by motivating him,
and finally, she is modelling the solution.
Sandra is very good at mathematics. She can transfer knowledge from
one discipline to another; for instance, she constructed a similarity
between physics problems with average rate of change, and
transferred the physics knowledge to mathematics with the formula
17. 17
“v=a.t”. However, she experienced some problems in the new topic,
for example, the average rate of change.
Sandra was very enthusiastic about the peer-assisted learning
sessions. She enjoys responsibility, stating she studied at home for
these sessions, looking for problems and solutions for her tutee.
Since Sandra had been teaching mathematics to her friends, she acted
professionally. She first explained the topic, solving one example, and
then continued with other examples with: ”it’s your turn now and you
are going to solve this”. She categorized questions as easy and difficult.
In doing so, she organized her teaching and presented teaching skills.
Moreover, she encouraged and motivated Daniele. Sandra
emphasized conceptual knowledge by asking questions about
concepts rather than procedural knowledge or computation, giving
suggestive feedback to deepen Daniele’s understanding. For example,
Sandra asked:” what’s the value? How are we going to find it? What
does it mean? within an average-value problem, to make the problem
clearer.
At the end of the term Daniele was able to achieve a good grade in
maths and also the teacher was satisfied about the results.
Of course not all the teachers are comfortable in letting children help
each other, but after seeing students’ progress they reacted very
positively.
18. 18
Peer tutoring in physics
IIS Leonardo da Vinci
Piazza Armerina
International comparisons reveal that secondary school
students perform below a standard level in science. Guided
by the search for remedies and improvements in science
teaching, we tried to investigate whether cross-age or same
– age peer tutoring is an appropriate method for teaching
physics.
Peer tutoring, that is a process where students work
together with students, focuses on tutors as well as on
tutees. This modern teaching methodology led to an
experimental setup peer tutoring process dealing with
different topics within the context of electricity. The overall
achievement in electricity for this age group was examined
in a pretest–posttest design, using test items about
electricity. Additionally, analyses were carried out in order
to investigate whether or not there is a correlation between
the possible roles within the process (active tutors–passive
tutees) and the overall achievement. The results indicate
that the active role is a crucial one for the achievement.
Finally, a multiple linear regression model is presented
which summarizes the research results and estimates the
posttest scores based on the relevant parameters: the
pretest score, the active role within the tutoring process, and
the first language.
The success of peer tutoring is considered to be based on the
effectiveness of social interaction. This idea can be traced to
19. 19
Vygotsky for whom “... the mechanism of individual
developmental change is rooted in society and culture. ”Data
were obtained through observation sheets, activity
questionnaires, and interviews. Based on the results of this
experiment, it can be concluded that: the application of peer
tutoring method can increase students’ physics learning
activities. From the four aspects of learning activities results
obtained about visual, oral, listening and writing activities can
be considered satisfying.
Physics is a science whose purpose is to study the material
components and their inter-action. By using this inter-action
understanding scientists explain the nature of matter in matter,
as well as other natural phenomena that we observe.
Physics is fun , but most students think that physics is very
complicated subject, many formulas, and boring . Just
memorizing formulas is not enough, but it requires high
understanding and logic to understand about physics lessons.
Based on this , the role of a tutor is needed to motivate and
introduce physics material with more interest, fun and
friendliness so that students will be motivated in learning
physics.
In one class the age difference between one student and onother
student is relatively small or almost the same, so there are
groups of peers who interact between students with each other.
Peer tutor learning is student – centered learning, in this case
students learn from other students who have age status,
maturity/self-esteem that is not much different from
themselves, so they don’t feel so forced to accept the ideas and
attitudes of their “teacher”. In peer tutors, friends who are
smarter provide learning assistance to their classmates, peer
language is also easier to understand, with peers there is no
reluctance, low self-esteem, shame.
Tutors are students who are selected and assigned by teachers
to help their friends in class… called tutees.
20. 20
Tutors are accepted by students who have a repair program so
that students don’t have fear or are reluctant to ask him. Tutors
can explain the repair material needed by students who receive
a repair program. The peer tutoring method is part of the
cooperative learning model.
The model developed in our class consists of four components:
Planning, implementation of action, observation, reflection. The
main data sources were observation sheets, activity
questionnaires, and interviews. Based on the results of
observations and interviews, leaning encourages students to be
actively involved in the learning process. Students actively ask
questions, answer, work on questions without being appointed
and discuss in groups to solve problems. Group discussion
carried out by students can be a meaningful experience because
it allows students to master a concept or solve a problem
through a process that gives the opportunity to think, interact
socially and practice being positive.
Visual Activities Students who
attention to the
whiteboard /
learning media
during the teacher
presentation.
Students read
physics books or
modules
Oral Activities Students give ideas
/ ideas to solve
problems in group
discussions
Students ask the
teacher if there are
things that are not
clear.
Students respond to
friends’ opinions.
21. 21
Listening activities Students discuss
about learning
material
Writing Activities Students write
results of problem
solving in
discussions
Students record material presented by the
Teacher.
From the results of observations and discussions, it can be
concluded that the application of the peer tutoring method can
increase students’ physics learning activities.
25. 25
Objectives of the course
• The course is designed to help use ICT in Flipped Classroom in a
practical and realistic way. The aim of the course is to enable
participants to use, learn and understand the concept of Flipped
Classroom and ICT tools.
26. 26
Flipped classroom
•We define the flipped classroom as an educational
technique that consists of two parts: interactive
group learning activities inside the classroom, and
direct computer based individual instruction outside
the classroom.
•Teachers have to adapt curricula so that technology
use supports learning goals, and technology is used
as a tool and not as a substitute for instruction.
•They need to understand the extent to which students
have access to computers and the internet.
27. 27
First day October 24th
• 9.00-9.30 Introduction : teachers and participants. Course layout
• The starting point of the first day of the meeting, Oct.24th, was
dedicated to the presentation of the participants and components of
the course. Each member of the group , 10 students (5 italians and 5
islandics) and 6 teachers (5 italians and 1 islandic) introduced
themselves. Later the two teachers Sigrun and Kolbrun asked to
arrange the tables and chairs in circle.
• 9.30-10.00 What is F.learning? Introduction and group discussions
Teachers asked participants to write some definitions about F.L. and
all of us wrote what was the current knowledge about it.
29. 29
• 10.00-10.15 Break
• 10.15-11.15 where to start?
Are you afraid of?
WHY CHANGE?
We cannot limit what students
consume to what we know
• WHY CHANGE? Our education
System
Everybody is a genius.
But if you judge a fish by its ability to
climb a tree, it will live its whole life
believing that it is a stupid.
-Albert Einstain-
For a fair selection
everybody has to
take the same
exam: please climb
that tree
30. 30
Where to start? •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
• Changing curve
• These are some of the
feelings teachers can
face at the beginning
of their new teaching
experience
• Shock
• Denial
• Fear
• Anger
• Stress
• Frustration
• Depression
• Resignation
• acceptance
• Curiosity
• Scepticism
• Hope
• creativity
• Engagemen
t
• excited
32. 32
Using video editors
• 11.15-12.00 a brief introduction to
recording techniques
Teachers give the theoretical
information needed to effectively
create our own learning practice in
order to incorporate all teaching
tools in our work places and life.
• Veronica Fricova introduced some
video editors that can be easily
used by teachers in recording their
material to be presented in class.
1. Camtasia (30 days free trial)
2. Imovie
3. Shadow puppet
4. GoPro App.
5. Kahoot
6. Pow Toon
7. moodle
36. 36
Potential benefits
1. Increases comprehension of material
2. Increases critical thinking as a natural part of the learning process
3. Increases interaction with instructor and peers.
Conclusions
• We have come to the conclusion that flipped learning is a pedagogical
approach in which direct instruction moves from the group learning space
to the individual learning space, where students can access content
anytime they want.
38. 38
What is cooperative learning
A method of instruction that encourages students to
work in small groups, learning material, then
presenting what they have learned to other small
groups. In doing so, they take responsibility for their
own learning as well as their classmates’.
39. 39
Cooperative learning is:
• Cooperative learning is a system in which students
become both motivated and motivators.
40. 40
Why Use Cooperative Learning
• Promote student learning and academic achievement
• Help students develop skills in oral communication
• Enhance student satisfaction with their learning
experience
• Increase student retention
• Develop students' social skills
• Promote student self-esteem
41. 41
The Five Cooperative Learning Skills
• Cooperative Learning includes:
- Positive Interdependence
- Face-to-face Interaction
- Individual Accountability
- Interpersonal and Group Skills
- Group Processing
44. 44
COOPERATIVE LEARNING
CASE STUDY - ENGLISH LESSON –
CONDITIONALS
In the second case study a class of secondary education students were asked to
implement the basic principles of cooperative learning to a class of general English.
The lesson of the day was conditionals. We tried to include in the course of the class
both theory as well as some exercises using two different types of co-operative
learning.
For the theory:
❖ I divided the 23 pupils into six groups of about four students each. Again, as in
the case study “Paris”, I tried to include in each group both students who might
have more aptitude in the theory of grammar, as well as students who would
benefit both academically and socially by the interaction.
❖ Each group was given a piece of the theory. The division was logical following
the course I would follow if i were to teach Conditionals in the traditional way.
The division was done as follows:
Group1: if+present simple+present simple
if+imperative
Group2: if+past simple+would
Group3: unless/ other uses of would for politeness,request,offering,refusing
Group4: conditional sentences without if, if I were you
Group5: if+past perfect+would have
Group6: modals in conditional sentences
❖ The students were allowed ten minutes to familiarize themselves with their
piece of the theory. The time margin might seem a bit narrow for two reasons.
First, we had to limit the time so that it would not exceed by much the usual
time of traditional teaching, thus rendering the method totally counter cost-
effective. Second, I relied on the fact that they had already been taught the
phenomenon in previous years, and they were more or less familiar with the
specifics of conditional sentences, some more than others.
❖ In turn, when time for preparation was up, each group was coming up to the
board. They were allowed the freedom to deal the roles of each member of the
group in their own discretion. This was the sociologically intriguing procedure
of the process, from my part. Once more it was proven that we have to give
pupils credit for their organizational skills, especially when they are being
given the initiative. Each member was allocated a “post”, whether that was
presentation on board, or verbal explanation that suited them the most.
45. 45
❖ Some time was allowed for everybody to clear up with the appropriate group
any questions or blanks they were left with.
For the feedback exercises:
❖ Three feedback exercises were given to each group: a multiple choice one, a
blank filling one and a sentence transformation one.
❖ The checking was done by using a different approach of cooperative learning,
namely the chain correction. Each group handed their exercise sheet to the
group closest to them in a chain, the last one handing it to the first. The sheets
were corrected by the neighbouring group.
❖ The solutions were presented and discussed on the board. Anyone who felt
like it contributed to the solution and the ensuing discussion (although the
teacher had some more active participation in managing the activity). The
groups no longer existed, yet it was still a cooperative procedure, as the
results shared to the whole class were a product of teamwork, any individual
contribution being merged to the commonly acquired knowledge and the
whole class took credit for the successful teaching of Conditionals in English.
A brief comment on the advantages and the disadvantages of the implementation of
the cooperative method in real class circumstances and needs.
ADVANTAGES:
● The obvious benefit, the cooperation, as a notion entails the sense of
developing a team player spirit. The advantages are incredibly long term. In
business and accountancy classes, we teach students that every successful
curriculum vitae, ends with a mention of the groups and clubs the applicant is
a member in and the position of responsibility they are holding. This is
interesting to a future employer because it indicates that the person is a team
player, flexible, capable of finding a place in a hierarchy, and often it is a proof
of the leadership abilities of the person. A first, good step for great things has
always been the high school classroom.
● The psychological factor is not to be taken lightly, either. The more shy find a
way to contribute without being too much on the spotlight. The more extrovert
find themselves central stage and with a ready audience, the teacher finds out
astonishing things about pupils they thought they had figured out during the
year, everyone wins.
DISADVAGES:
● Especially when done for the first time, it can be time consuming, to the point
of taking up double the time of the traditional teaching, for covering the same
issues. This of course does not take into consideration that the lesson learnt in
the traditional way may not be imprinted in the memory of pupils as vividly as
the cooperation experience, thus requiring revision after revision which
eventually might take more time.
● It requires a very skillful teacher in both in class organization and in class
management. The former is the easier part. The teacher needs much
46. 46
preparation beforehand. As mentioned before, it is a common knowledge that
the less the teacher has to do in the classroom, the more they have to do at
home beforehand. It is not only the organizing of the material, the division of
the material into parts for the different groups to undertake, but also the
organizing of the students into groups, the dynamics of the diverse
personalities and abilities the teacher has to bring into a productive, though
often fragile balance for the benefit of both the project and the students. The
latter, the management of the class is the trickiest part. In traditional teaching
keeping the class in the kind of productive order that suits the teacher-lecturer
is a relatively easy task, always depending on the circumstances. In
cooperative learning, the commotion within and among the groups means that
chaos might break out at any minute. It is the teacher’s job to keep control of
the amount of productive “chaos” they wish for their activity.
48. 48
4TH
EPAL KAVALAS - GREECE
Case Study
• A class of secondary education students
were asked to implement the basic
principles of cooperative learning to a class
of general English.
• The lesson of the day was conditionals. We
tried to include in the course of the class
both theory as well as some exercises using
two different types of co-operative learning.
49. 49
For the theory:
• We divided the 23 pupils into six groups of
about four students each. We tried to include
in each group both students who might have
more aptitude in the theory of grammar, as well
as students who would benefit both
academically and socially by the interaction.
• Each group was given a piece of the theory. The
division was logical following the course I would
follow if we were to teach Conditionals in the
traditional way.
50. 50
The division was done as follows:
• Group1: if+present simple+present simple
• if+imperative
• Group2: if+past simple+would
• Group3: unless/ other uses of would for
politeness,request,offering,refusing
• Group4: conditional sentences without if, if I
were you
• Group5: if+past perfect+would have
• Group6: modals in conditional sentences
51. 51
Steps
• The students were allowed ten minutes to familiarize
themselves with their piece of the theory. The time
margin might seem a bit narrow for two reasons.
• First, they had to limit the time so that it would not
exceed by much the usual time of traditional teaching,
thus rendering the method totally counter cost-effective.
52. 52
• Second, they relied on the fact that they had already
been taught the phenomenon in previous years, and they
were more or less familiar with the specifics of
conditional sentences, some more than others.
• In turn, when time for preparation was up, each
group was coming up to the board.
• They were allowed the freedom to deal the roles of
each member of the group in their own discretion.
This was the sociologically intriguing procedure of
the process, from teachers part.
• Once more it was proven that we have to give pupils
credit for their organizational skills, especially when
they are being given the initiative.
53. 53
• Each member was allocated a “post”, whether that
was presentation on board, or verbal explanation
that suited them the most.
• Some time was allowed for everybody to
clear up with the appropriate group any
questions or blanks they were left with.
54. 54
For the feedback exercises:
• Three feedback exercises were given to each
group: a multiple choice one, a blank filling
one and a sentence transformation one.
55. 55
• The checking was done by using a different
approach of cooperative learning, namely the
chain correction.
56. 56
• Each group handed their exercise sheet to the
group closest to them in a chain, the last one
handing it to the first.
• The sheets were corrected by the neighbouring
group.
• The solutions were presented and discussed on the
board.
57. 57
• Anyone who felt like it contributed to the solution and
the ensuing discussion (although the teacher had some
more active participation in managing the activity).
• The groups no longer existed, yet it was still a
cooperative procedure, as the results shared to the
whole class were a product of teamwork, any individual
contribution being
merged to the
commonly acquired
knowledge and the
whole class took credit
for the successful
teaching of
Conditionals in English.
63. 63
Acceleration taught using the method of co-operative approach.
The chosen subject was acceleraton. The students were divided into groups of four
and they worked in our school’s computer laboratory so as to have access to the
internet.
The sub-topics of the main topic were:
a. What is acceleration and how is it defined? Is it a scalar or a vector quantity?
What is the unit of measurement of acceleration?
b. What do we call uniform linear motion and what is the graph of acceleration-
velocity like?
c. How do we define velocity in uniform linear motion and how do we prove the
formula u=u0+at? What is the graph of velocity-time like?
d. How do we define displacement in uniform linear motion and how do we prove
the formula S=u0t+1/2 at2? What is the graph of displacent-time like?
What are the benefits of the co-operative method in relation to the teacher-centered
one:
A. The student is inspired by a sense of team cooperation, tolerance and
fraternity.
B. Within the group, the student acquires more self-discovery, initiative and self-
esteem.
C. Students learn to work by themselves and they come in direct contact with the
object of the particular knowledge.
D. The issue of indiscipline is limited and what predomines is healthy competition
as well as co-operation within the group.
The potential disadvantages are:
A. It is more time-consuming, as it demands more tuition time.
B. Often the use of computers is required, in most schools the computer rooms
are not enough for all classes.
C. Students don’t get the chance to practise for a long time on the application of
the formulas they are taught through the exercises.
64. 64
COOPERATIVE LEARNING
Cooperative learning is an educational approach which aims to organize classroom
activities into academic and social learning experiences. There is much more to
cooperative learning than merely arranging students into groups, and it has been
described as "structuring positive interdependence. Students must work in groups to
complete tasks collectively toward academic goals. Unlike individual learning, which
can be competitive in nature, students learning cooperatively can capitalize on one
another's resources and skills (asking one another for information, evaluating one
another's ideas, monitoring one another's work, etc.). Furthermore, the teacher's role
changes from giving information to facilitating students' learning. Everyone succeeds
when the group succeeds. Ross and Smyth (1995) describe successful cooperative
learning tasks as intellectually demanding, creative, open-ended, and involve higher
order thinking tasks. Cooperative learning has also been linked to increased levels of
student satisfaction.
Five essential elements are identified for the successful incorporation of cooperative
learning in the classroom.
● individual and group accountability
● promotive interaction (face to face)
● teaching the students the required interpersonal and small group skills
● group processing.
In our first case study, we have a Vocational English Class of 18 Secondary Education
students specializing in the Tourism Sector. The aim of the exercise is to organize a
trip to Paris, for a young average budget couple for 5 days, including everything from
the journey, the accommodation, the public transport they’ll need, the sightseeing and
entertainment, down to where they’re going to sample local cuisine and what clothes
to bring.
This requires much prior organisation from the part of the teacher. It is a common
knowledge among educators that the less a teacher participates in the process in the
classroom, the more organizing and preparation work they have to do at home.
The steps go as follows:
❖ Dividing groups: This can be tricky. In our case it was 6 groups, five students
each. The first step was to ”break” any existing preferences and friendships, for
the simple reason of trying to bring together pupils who had no previous social
encounter apart from being in the same class. This can only have benefits, as
young people got to be re-introduced to classmates they didn’t know much
about previously, got to work with, and see things from their point of view. This,
65. 65
of course could not have been done haphazardly. I tried in every group, where
it was possible, to have a student who was more academically speaking “good”
for the linguistic part, an extrovert, for the social, presentation part, and a “quiet”
kid, to be given the chance to mingle, feel part of a group having a very specific
task (most important) and, hopefully, show their hidden abilities.
❖ Appointing homework: After having formed the groups, each was appointed with
a specific task to do some preliminary search at home. I didn’t specify if that
research was to be done individually or if the members of each group had to get
together and do it. I did that on purpose so as to allow for some freedom of
choice and not impose interaction. I was very interested to see in that point what
the outcome of that free choice would be. Amazingly in the next session, the
members of all groups without exceptions had been together the previous day,
in front of someone’s computer, or in a public place using a Smartphone and
had done their research. I believe that this is the part I am most excited and
proud of my students and myself, in the whole project.
In our case the group topics where the following:
1. Air Tickets
2. Accommodation
3. Sightseeing/Atractions
4. Trasportation: to/from the airport, around the city, to several attractions, night
outings, restaurants.
5. Entertainment/Restaurants/Local Food
6. Weather/Clothes to bring/Shopping
As it is apparent, not all topics required the same amount of skill. Some needed
apart from more elaborate linguistic and computer skills than others, different
preferences, it was the job of the teacher to match topics to students’ interests.
❖ In our next class, each group was allocated a computer terminal, and asked to
display their proposals on their computer screen. They were allowed some time
to prepare their presentations and then, each group was asked to come up to
the computer connected with a projector, to show the rest of the class their
findings.
❖ When all students had all the information collected by every group then the co-
ordination process began. That was the real professional part, as the times of
the flight had to be co-ordinated with the transportation options to and from the
airport, to the specific place where the hotel would be. The opening times of
the attractions had to be co-ordinated with the entertainment venues, the metro
and RER timetables, and the proximity of each venue to the other, so that a
logistically reasonable schedule could be produced that permitted the “clients”
to make the most of the time and money they had at their disposal, without
wasting any of the two.
Finally, the end product was to everyone’s agreement and satisfaction and in my
personal opinion it presented a level of professionalism matched only to that of very
experienced and skilled “real” professionals in tourism.
66. 66
Here is out end product.
DAY ONE
Notre-Dame
The cathedral is open every day of the year from 8:00 am to 6:45 pm. Free of
charge. Les Bookinistes (Wednesdays are best).
Blv.St.Germain-des-Pres Les Deux Magots, 6, Place St.Germain des Pres/ Cafe
de Flore/DaRosa, 62, rue de Seine
Jardin du Luxembourg
Quartier Latin Caveau des Oubliettes, Rue Galande, Paris 5th/ Caveau de la
Huchette, 5, Rue de la Huchette
-----------------------------------------------------------------------------------------------------
DAY TWO
Musée du Louvre
- Monday, Thursday, Saturday, Sunday: from 9 a.m. to 6 p.m.
- Wednesday, Friday: from 9 a.m. to 10 p.m.
€9.5 (€6: on Wednesdays and Fridays from 6 p.m. to 9:45 p.m.)
Jardin des Tuileries (out at alle du Castillione) Angelina’s, 226 rue de Rivoli
Place de la Concorde
Arc de Triomphe-Champs Elysees
1er avril au 30 septembre, 10h à 23h. Plein tarif : 9 €
Sacré-Coeur-Montmartre
Métro : Anvers. 6 :45am-11pm. Le Café des Deux Moulins (15 rue Lepic)/
Espace Montmartre Salvador Dali (11 rue Poulbot) ------------------
----------------------------------------------------------------------------------
DAY THREE
Eiffel Tower
13 euros. From June 18 to August 28; 9:00am to 00:45am(final lift up at midnight,
11:00 for top floor). Metro:Trocadero.
Musée d'Orsay
open from 9.30am to 6pm daily, except Mondays late night on Thursdays until
9.45pm last tickets sold at 5pm (9pm Thursdays) full rate 8 euros
5,5 euros for everyone from 4.15pm/12 euros avec Rodin meme jour.
Invalides-Musee Rodin
Bateaux Mouches
Pont de l’Alma. 1h10mins10:15am-11pm every 20 mins. 11euros
-------------------------------------------------------------------------------------
DAY FOUR
La Defence
Cost: Grande Arche EUR 10
Open: Apr.-Aug., daily 10-8; Métro or RER: Grande Arche de La Défense
67. 67
Opéra Garnier
Le grand escalier, les foyers, le musée, l'espace d'exposition temporaire et la salle
de spectacle (lorsqu’elle n’est pas fermée pour des raisons artistiques ou
techniques) se visitent juillet/aout tous les jours de 11:30 et 14:30 en anglais 12,5
euros duree 1h30
Madeleine
Opening hours:Mon-Sat 7:30am-7pm, Sun 8am-7pm/LaDuree, rue Royal
Place Vendome
-----------------------------------------------------------------------------------------
DAY FIVE
Centre Pompidou
Musée et Expositions : sauf Mardi 11h à 21h (fermeture des caisses à 20h). Des
nocturnes sont organisées dans les grandes expositions (voir agenda).12 euros.
Metro: Rambuteau
Marais
Rue de Rosiers, north of rue de Rivoli. Rue Pavee. Rue Vielle du Temple. Place
des Vosges. Metro“St Paul”. Musee Picasso, musee Carnavalet.
Forum les Halles.
-----------------------------------------------------------------------------------------
Try Out
Croque Monsieur//Pommes Frittes/Crepes//Onion Soup//Boeuf
Bourguignon/Coq au Vin/Cassoulet/Confit du Canard//Iles Flottantes (dessert)
……………………………………………………………………………….
HOTEL
www.booking.com
www.agoda.com
www.trivago.com
---------------------------------------------------
FLIGHTS
www.airtickets.com
www.skyscanner.com
--------------------------------------------------
WHAT TO BUY AND WEAR
https://www.parisinsidersguide.com/what-to-wear-in-paris-spring.html
https://www.outfitsfortravel.com/what-to-wear-to-paris-in-the-spring/
https://www.tripadvisor.com/ShowTopic-g187147-i14-k1400589-
Best_Things_to_buy_in_Paris-Paris_Ile_de_France.html
http://www.globalblue.com/destinations/france/paris/14-things-to-buy-in-paris
68. 68
Case Study English Lesson Organize
a trip to Paris
4th
EPAL KAVALAS - GREECE
Case Study – English Lesson
• In our first case study, we have
a Vocational English Class of 18
Secondary Education students
specializing in the Tourism
Sector.
69. 69
• The aim of the exercise is to
organize a trip to Paris, for a
young average budget couple for
5 days, including everything from
the journey, the accommodation,
the public transport they’ll need,
the sightseeing and
entertainment, down to where
they’re going to sample local
cuisine and what clothes to bring.
70. 70
• This requires much prior
organization from the part of
the teacher. It is a common
knowledge among educators
that the less a teacher
participates in the process in
the classroom, the more
organizing and preparation
work they have to do at home.
71. 71
The steps
• Dividing groups:
6 groups, five students each
▪ Appointing homework:
After having formed the groups, each was appointed with
a specific task to do some preliminary search at home
In our case the group topics where the following:
- Air Tickets
- Accommodation
- Sightseeing/Atractions
- Trasportation: to/from the airport, around the city, to
several attractions, night outings, restaurants.
- Entertainment/Restaurants/Local Food
- Weather/Clothes to bring/Shopping
• In our next class, each group was allocated a computer
terminal, and asked to display their proposals on their
computer screen. They were allowed some time to
prepare their presentations and then, each group was
asked to come up to the computer connected with a
projector, to show the rest of the class their findings.
72. 72
• When all students had all the information collected by
every group then the co-ordination process began. That
was the real professional part, as the times of the flight
had to be co-ordinated with the transportation options
to and from the airport, to the specific place where the
hotel would be.
• The opening times of the attractions had to be
coordinated with the entertainment venues, the metro
and RER timetables, and the proximity of each venue to
the other, so that a logistically reasonable schedule could
be produced that permitted the “clients” to make the
most of the time and money they had at their disposal,
without wasting any of the two.
73. 73
Conclusion
• Finally, the end product was to
everyone’s agreement and
satisfaction and in my personal
opinion it presented a level of
professionalism matched only to
that of very experienced and skilled
“real” professionals in tourism.
83. 83
Traditional Class Layout.
In the course of teaching English in a class of 18 to 25 secondary school level pupils,
the everyday path is the teacher-centered traditional model of instruction giving and
carrying out.
This comprises of several steps, done more or less unchanging or with a few
alterations, if the time we have in our hands allows it, throughout the school year.
These steps, in 50 minutes of given class time, go as follows:
❖ Checking Homework: The teacher calls for any homework having been given
in previous classes that the pupils had to carry out. The checking can be done
either by students reading out the completed exercises from their books or
photocopies, or coming up to the board and writing those exercises for
everyone to see and check.
❖ Dictation Test: One very common and well acknowledged exercise in Greek
foreign language classes are brief (two or three sentences long) dictation tests
relating to the lesson of the previous class, especially if that was a text to work
on. Dictation, that is recited by the teacher, written down by the students and
handed to the teacher to check, is considered to be a good drill of listening
and writing skills.
❖ Teacher appointing students to read new text: Usually a unit begins with a text
on a popular topic, or in a specialty topic in Vocational Education. The teacher
nominates a student to read out the text for everyone to read, listen and
familiarize themselves with the language and the topic. Often this is followed
by listening to a recording of the text with a native speaker’s recitation, so that
students listen to a standard pronunciation as well. Any unknown words or
obscure meanings are explained and a brief discussion on the topic of the text
may precede (as a warm up), or follow the reading, depending on the
teacher’s decision about it.
❖ Teacher giving out exercises to carry out in class: They might be exercises as
questions on the text, personal opinion questions, vocabulary or listening
exercises. The teacher allows some time for the pupils to come up with the
answers and then the whole class participates in the checking, by having the
teacher nominating several students to read the solutions from their books or
photocopies, or come up and write them on the board.
❖ Grammar: Seldom in the course of the same class, and usually in the following
class, right after the text in almost every unit there is a grammatical
phenomenon, which has been addressed several times in the course of the
text, that calls for explanation. This is something that the teacher does,
analyzing the theory of the particular grammar and then giving out exercises
84. 84
for the class to carry, each student by themselves, exactly as in the case of
the text questions.
❖ Speaking/Writing: There might be the possibility of several speaking exercises,
based on the topic of the text, enrolling single pupils, pairs or groups of pupils.
Although this calls for a more active participation of the students, as they are
given the chance to express their personal opinion on several matters, it is,
nevertheless, still teacher-centered as the teacher is the “conductor” and the
manager of the process, nominating students and imposing a rhythm and
tempo of their choice on the activity.
❖ Homework: The final step is giving out homework usually in the form of
exercises to be done by each student at home, and, much more seldom, in the
form of a group project to be carried out in the course of several classes and
sessions at home, with the help of multimedia and a considerably greater
student participation.
This traditional, everyday method of teaching a foreign language has both
advantages but also several obvious disadvantages.
As for the pros:
1. It is time efficient. Teacher-centered language classes have originally been
designed for this particular purpose, to give the possibility to a person to learn
a foreign language fast and in the greatest possible fluency in the limited
classroom time, for particular, usually professional and other practical reasons,
as opposed to being instructed in the course of a lifetime by the environment,
as is the case in mother-tongue, or in the once upper-class foreign language
instruction by foreign speaking nannies who were also charged with the
upbringing of the child.
And the cons:
1. It is obviously teacher-centered. The teacher is the ruler of the class, no
decision can be made without them authorizing it, they are in charge of the
entire process, both the steps to be taken, the way to be carried-out and the
time needed for each.
2. There is no initiative from the part of the students. Their job is to carry specific
instructions out, the best they can. Apart from limiting their decision making
abilities, which need to be encouraged and reinforced at that age, this has the
additional danger that if for any reason the control is lost by the teacher, there
can me a chaos and commotion created in the classroom that might be difficult
to fix, as no one will know what their role is and how to take charge.
3. Almost no co-operation. While we all know how important interaction is in
adolescence, teacher-centered classes tend to isolate students, and create a
sense of stressful and competitive environment for them to learn in.
85. 85
STRATAGES AND METHODS
IN ENGLISH
An experienced professional language teacher always adopts the Principled
Eclecticism approach, deciding on the most suitable techniques and applying
the most appropriate methodology for that learner’s specific objectives,
learning style and context.
Each teaching method is based on a particular vision of understanding the
language or the learning process, often using specific techniques and materials
used in a set sequence.
Grammar Translation: Written literary texts. Translate from English into your
native language
Direct Method (also called Natural Method): Everyday spoken language.
Student learns by associating meaning directly in English
Audio-Lingual Method: Sentence and sound patterns. Listening and speaking
drills and pattern practice only in English
Cognitive Code Approach: Grammar rules. English grammar rules deduced and
then understood in context
Humanistic Approaches :
-Community Language Learning- Student interaction. Understanding of English
through active student interaction.
- Comprehension Approach (Natural Approach, the Learnables, and Total
Physical Response)
Listening comprehension: English speaking delayed until students are ready;
meaning clarified through actions and visuals
Communicative Language Teaching: Interaction, authentic communication
and negotiating meaning
Understanding of English through active student interaction; role play, games,
information gaps
86. 86
Modern Teaching Methods
This means choosing the techniques and activities that are appropriate for each
particular task, context and learner, with a focus on motivation and helping
learners become independent and inspired to learn more.
Direct Method: in this method the teaching is done entirely in the target
language. The learner is not allowed to use his or her mother tongue. Grammar
rules are avoided and there is emphasis on good pronunciation.
Grammar-translation: learning is largely by translation to and from the target
language. Grammar rules are to be memorized and long lists of vocabulary
learned by heart. There is little or no emphasis placed on developing oral
ability.
Audio-lingual: the theory behind this method is that learning a language means
acquiring habits. There is much practice of dialogues of every situations. New
language is first heard and extensively drilled before being seen in its written
form.
The structural approach: this method sees language as a complex of
grammatical rules which are to be learned one at a time in a set order. So for
example the verb "to be" is introduced and practised before the present
continuous tense which uses "to be" as an auxiliary.
Communicative language teaching (CLT): the focus of this method is to enable
the learner to communicate effectively and appropriately in the various
situations she would be likely to find herself in. The content of CLT courses are
functions such as inviting, suggesting, complaining or notions such as the
expression of time, quantity, location.
Community Language Learning
In this method attempts are made to build strong personal links between the
teacher and student so that there are no blocks to learning. There is much talk
in the mother tongue which is translated by the teacher for repetition by the
student.
87. 87
Task-based language learning
The focus of the teaching is on the completion of a task which in itself is
interesting to the learners. Learners use the language they already have to
complete the task and there is little correction of errors.
(The tasks are subsumed in a major topic that is studied for a number of weeks.
In the topic of ecology, for example, students are engaged in a number of tasks
culminating in a poster presentation to the rest of the class. The tasks include
reading, searching the internet, listening to taped material, selecting important
vocabulary to teach other students etc.)
The Natural Approach
This approach, propounded by Professor S. Krashen, stresses the similarities
between learning the first and second languages. There is no correction of
mistakes. Learning takes place by the students being exposed to language that
is comprehensible or made comprehensible to them.
Textbooks: Legasy,Express Publishing
89. 89
Teaching strategies and methods in
physical education
The work in the 8-12 grade PE classes develops general sports
education and focuses on purposeful sports training. We build the
general physical skills of the students, but we mainly work for certain
tactical and technical skills in the basic sports - basketball, volleyball,
hobbal, football.
The main method in classes is the gaming method. By creating
situations we produce elements from the mentioned sports. We
develop and develop the technique and the tactic of the student in
order to achieve a good team result. We encourage teamwork and
compliance with Idividual abilities in the overall strategy and tactics
team to achieve our goals.
We also use the individual method in athletics and gymnastics
classes to clear the performance technique of an element. The
teacher performs and displays personally a technique for a better
visual sensation and perception of the exercise. In group work, I use
help from "sports leaders" (better and capable students) who show
and are responsible for the work of the groups.
The main objective of the PE training is to develop the morpho-
somatic and musical qualities of the student and to build a
motivational system for sports activities in school and leisure.
90. 90
Methods and strategies applied in chemistry
and environmental education and physics
and astronomy
The main methods of forming cognitive interests are:
1. Verbal
- emotional story
- Problem lecture
- Heuristic talk
2. Method of Associations
- content analysis
- intellectual maps
3. Simulation case study
- performing roles
- Game simulations (games)
4. Brainstorm
5. Discussions
6. Visual
7. Practical
Verbal methods: It is important when studying a new chemical
element or law with students to comment on the historical facts
relating to the year of its discovery, the name of the discoverer, the
situation in which the event occurred.
The association method is based on the natural ability of the brain
to link the information received to the already accepted and
91. 91
processed. It includes the content analysis and the development of
intellectual maps.
Content analysis is a preferred method of summarizing a large
number of information. It is an analysis of already learned learning
material whose importance is established through tables, diagrams,
classifications and evaluation of keywords and topics.
Each intellectual map begins with a central (key) concept, followed by
more specific concepts in a hierarchical order. In fact, the
development of intellectual maps is a written representation of the
relationship between concepts and ideas.
The association method recognizes the physiological basis of learning
and reveals the character of the student's thinking (empirically or
creatively, practically or abstractly).
Simulations and games are a strategy for teaching and learning
where students actively participate in making decisions. Through
them, they interact between theory and practice.
The most commonly used simulations are case studies, role play,
games.
The Brainstorm method is used to quickly provoke associations on a
topic to:
- summarizing the opinion of the class
- developing a network of concepts (intellectual map)
- Establishing certain knowledge when introducing new learning
content.
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Methods and strategies in education in
mathematics, informatics and IT
1) Using appropriate educational strategies, methods and
techniques that:
• give an optimal outcome in a particular learning situation;
• meet the different educational needs of students;
• motivate students and stimulate their personal
development.
2) cooperative learning - used in group solving of
mathematical tasks. The teacher prepares the task
conditions, which can be solved at least in two ways, the
pupils work in pairs. With the participation of the students,
the trainer conducts a group discussion on the presented
solutions to the tasks;
3) Brainstorming - Applies to update old knowledge,
algorithms to perform arithmetic actions that are used to
solve the respective tasks, and to stimulate the creative
activity of the learners on a given topic or issue;
4) Role play - Suitable to summarize a section of the learning
content, for example as follows: students are divided into two
teams, given task conditions to decide in groups. Once the
teams are ready, team representatives demonstrate the
decisions of each task. In a true decision, the team gets a
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certain number of points depending on the level of difficulty
of the task;
5) mathematical software - for illustrating task decisions and
raising the interest of learners in mathematics, is used, for
example: ♦ GeoGebra - to create mathematical constructs
and dynamic drawings that are suitable for training of
different age groups.
6) Teamwork
7) project preparation - independently and in a team
8) Enrich the learning process with interesting facts and
entertaining elements.
9) Use of teaching materials and materials.
10) Creating positive attitudes towards learning, building
strategies for active and independent learning.
11) Forming students' understanding of learning as a
conscious effort, requiring organization and self-discipline
and self-education, and assuming responsibility for their own
learning, actions and behavior.
12) Promote students' interest in searching, selecting and
working with different sources on the Internet for use of
information in compulsory training;
13) Encourage students who work slowly and insecure.
14) Citing freedom of thought and encouraging students'
ideas.
15) Diagnostics, evaluation and reporting of pupils'
achievements and learning process.
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16) Setting clear criteria for assessing written assignments
and tests
Textbooks: Arhimed Publishing, Bulgaria
Nova zvezda Publishing, Bulgaria
95. 95
Strategy and methods in
Bulgarian language learning
The strategy for Bulgarian language education is to achieve
the necessary level of functional literacy that will provide
opportunities for personal and social development and help
achieve smart, inclusive and sustainable growth of the
economy.
We use different types of methods for its possible
implementation, but we mainly stick to the classic:
1. - information-receptive;
2. - explanatory and illustrative;
3. - reproductive;
4. - partial research
5. - research.
These five methods are educational and are used successfully
by both teachers and students.
In teaching, we mainly focus on:
1. - information and communication;
2. - explanatory;
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In teaching, we rely heavily on:
1. observation - to each class, to each disciple the teacher has
to find a way, and this is best done by observation.
MONITORING is purposeful, systematic and planar, and
examines reactions and thought processes occurring in
students' minds. Even in the language of the body one can
judge whether the student is paying attention to the teacher
and the methods of training.
2. Experiment - the time we live in requires constant
experimentation. Experiment with new technologies, with
presentations, open lessons. Experiment with the language -
to be close to that of the students, the lessons to be
understandable, understandable, interesting.
3. Personal Stories as a Method of Teaching - sometimes
personal stories touch students more strongly than parables,
because they accept their teacher as an authority, and when
he trusts personal things, shortens the distance and earns
their trust.
Textbooks: Anubis Publishing, Bulgaria
97. 97
Bulgarian educational system
Education in Bulgaria is compulsory between the ages of 7
and 16. All schools in the country are co-educational,
admitting students of both genders. The official language of
instruction is Bulgarian. Schoolchildren who have a different
first language, besides the compulsory study of the Bulgarian
language may study their mother tongue in municipal schools
under the protection and control of the state.
The educational system comprises 12 grades, organized in
two major levels: basic and secondary. Basic education
(grades first through eighth) is subdivided into two sub-levels:
elementary (grades first through fourth) and presecondary
(grades fifth through eighth). Secondary education normally
encompasses grades eighth through twelfth, but can start
earlier depending on the type of school. There are two major
kinds of secondary schools: secondary comprehensive,
usually called gymnasia (high school) and secondary
vocational, most often referred to as tehnikum (vocational
school.) The curriculum is structured into three components:
compulsory, elective, and optional; the correlation between
those varies at different types of schools. Subjects fall into
the following eight major areas of content: Bulgarian
language and literature, foreign languages, mathematics,
information technologies, social sciences and civics, natural
sciences and ecology, music and art, physical culture and
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sports.Students from grades 1 through 12 normally spend
half a day in school; the other half is dedicated to homework
and independent study at home. In elementary school and
sometimes in presecondary school there exists an option
called zanimalnya (extended care) for students to spend the
other half of the day in school working on their lessons under
the control of a teacher.
The grading system is based on numerals. Grading is based
on written and oral testing, homework, and in-class
participation. Students do not pass automatically to a higher
grade level. Students who have poor grades in more than
three subjects repeat the year.
Bulgarian educators are generally quite open to new
instructional techniques and methods. The problems stem
from a poor material base.
A major goal of the reform of Bulgaria's education system
was to bring standards in line with the European context and
to harmonize the educational process with that of Western
Europe. This was expected to assist the nation's accession to
the European Union.
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FORESTRY VOCATIONAL HIGH
SCHOOL – BERKOVITSA, BULGARIA
I. School’s characteristics-
Forestry vocational school in gr.Berkovitsa is one of the oldest vocational
schools in Bulgaria with 108- year old history and traditions. It is the only
vocational school in the Municipality of Berkovitsa. The professions and
specialties in which the students are taught are singular in northwestern
Bulgaria - for the districts Vidin, Vratsa, Montana, Sofia, Kyustendil, Pernik.
II. Acquired professions: In FVHS the following
professions are studied: "engineerforester" for specialties "Forestry and
Hunting" with teaching in English and "Forestry and logging", "Technician-
mechanic" in specialty "Mechanization of forestry" and furniture designer in
specialty “Furniture manufacturing”. The location of Berkovitsa is at the foot of
Western Stara Planina - and the main livelihood of the population is Logging
and wood, silvicultural activities, gathering wild fruits, mushrooms and herbs,
hunting conducive years in FVHS to be carried intake in these professions.
During the academic year of 2016/2017 in the school are being trained 167
students in daily training. FVHS has a license issued by the Ministry of
Agriculture and Food to work with portable forestry equipment and license for
training candidates for driver’s license - category "B" and "Tkt."
III. Personnel provision. In all subjects of the curriculum
teachers are qualified. The school employs three engineers in forestry, two
engineers in mechanization of forestry, an engineer in mechanical technology
of wood, an economist, 3 teachers of foreign languages - English, German,
Russian, 8 teachers in general subjects – Bulgarian language and literature-2;
mathematics, computer science and information technologies - 2 Natural
Sciences 1; History and Civilization - 1; Physical Education and Sports-1;
philosophical cycle - 1; Geography and Economics -1. All the teachers hold a
teaching qualification and attend courses annually to maintain their
qualifications in universities, and in professional training at the University of
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Forestry. Winners of First PKS- 2; second - 1; Third - 2; fourth -2; fifth - 1
teacher.
IV. Material and technical base:In general
education students are trained in specialized classrooms - in Bulgarian
Language and Literature, Mathematics, English, German, History, physics and
chemistry, geography, 2 computer labs, a sports hall.
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- Material and technical base for "Forestry and hunting." In vocational training
are built special rooms for dendrology and botany, hunting economy, Forest
Use, plantations and selection. In the school yard there is arboretum with over
100 tree species, which are taught in the curriculum. Near the building of the
school is a hotbed of DGS Berkovitsa where students conduct educational and
production practices. The school has signed a contract with UOGS "Petrohan" -
Barziya for the whole material and technical base for students of faculty
"Forestry", to be used for training and students of FVHS. Students majoring in
"Forestry and hunting" conduct educational and production practices of real
jobs, which has contracts with DGS-Berkovitsa, UOGS "Petrokhan" - Barziya,
DGS-Montana and all other FMUs on the territory of
Northwest state enterprise - Vratsa. In conducting public examinations for
acquiring professional qualification degree in committee assessment there are
always representatives of the employers. The quality of the educational
process can be judged by the successful performance of our students at the
national competition in the professions - "Forest AA", where we conquer prizes
each year. We also have big percentage of students who continue their
education in universities.
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- Material and technical base for specialty " Mechanization of forestry " -
specialized rooms for mechanization of forestry, ICE, operation and
maintenance of vehicles, vehicles repair, Safety roads, dendrology and botany,
Forest Use, workshops for metalworking, operation and maintenance of the
vehicle, EIC. The school has a bus, drive training vehicle, tractor, chainsaws – 7,
motorized brush cutters - 5, a drill motor and the necessary tools to maintain
them. - Material and technical basis for "Furniture manufacturing": Two
workshops for manual processing - each of them equipped with 14 job
countertops and all necessary hand tools and measuring instruments. The
workshops have a 1pc. band saw and 1pc. planer. - There are two Machine
halls equipped with: band saw, planer, shttrayhmus, milling machine, circular
saw, lathe, boring machine, grinding machine and others. All are equipped with
the appropriate cutting tools. - One room for sharpening cutting tools,
equipped with machines for gluing and sharpening of band saw blades,
machine for sharpening flat knives, sharpening machine for milling cutters,
emery apparatus and cheprazilo. - Storage for atmospheric drying of the
wood. The school has all the necessary personal protective equipment, hand
105. 105
and power tools for installation and repair, control and measuring devices and
visual aids. The school has its own bus for transportation of students, also
for school workshops is able to transport students to school practices of real
jobs in compani.
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Project-based learning
Project-based learning – what it is
• student-centered pedagogy
• involves dynamic classroom approach in which it is believed that
students acquire a deeper knowledge through
• active exploration of real-world challenges and problems
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Project-based learning – what it is
• Students learn about a subject
• by working for an extended period of time to
• investigate and respond to a complex question, challenge, or
problem.
• It is a style of active learning and inquiry-based learning.
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Project-based learning – what it´s not
Project-based learning contrasts with
• paper-based, rote memorization, or teacher-led instruction
that • presents established facts or portrays a smooth path
to knowledge by
• instead posing questions, problems or scenarios.
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Project-based learning – about developing skills
• To learn collaboration – work in teams
• To learn critical thinking – take on complex problems
• To learn oral communication – present
• To learn written communications – write
• To learn technology – use technology
• To develop citizenship – take on civic issues
• To learn content – research
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Project-based learning – the teacher´s role
• … is one of coach,
• facilitator,
• guide,
• advisor,
• mentor,
• not directing and
• managing all student work.
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Project-based learning – characteristics
• needs a climate or collaborative culture of mutual respect in the
classroom in order to work well
• begins with an entry activity that serves as the advanced organizer to
capture and inspire student interest
• is organized around an authentic, open-ended driving question or
challenge
• creates a need to know essential content and skills and provides ways
for students to resolve the need
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Project-based learning – characteristics
• benefits from collaborative inquiry to learn, problem to solve and/or
to create or make something novel
• develops critical thinking, problem solving, collaboration, and various
forms of communication
• incorporates feedback and revision with opportunities for self, peer
and teacher assessment of content, essential deeper learning skills,
student made products and processes such as research and
presentations
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Project-based learning – characteristics
• results in a publicly presented product or performance
• is enriched by integration of digital skills especially when asking
students to do research, organize or make assessments of the
processis
• enhanced when teachers become facilitators and
• incorporate high effects instructional strategies such as
metacognition, cooperative learning and graphic organizers
• is an essential tool for deeper learning at all grades
117. 117
Project based learning
and work in project
Organization of the Erasmus+ Visit
A school project at Johannes-de-la-Salle-Berufsschule in
Aschaffenburg
Project manager: Stella Moosbauer,
Hacer Boer-Top
15.03.2019
118. 118
Project data
Participants:
4 students of Professional Training Office
Management
Project times:
12 weeks on every Thursday, 3 lessons
Project locations:
Classroom, office in the company, external locations
119. 119
Project subject/target
The organization of such an event is part of the curriculum of their
vocational education. So it was particularly efficient to plan and
actually organize activities and participate in activities.
The students have developed vocational, self-and socially competent
competencies. They implement these skills in the project, thus
strengthening their expertise and developing new job-relevant skills.
120. 120
Project progression
At the beginning:
Analyzing and structure the tasks in work packages What must be
done by who untill when?
Preparation of the teammeeting with the client
Problem: Organize the visit of erasmus + guests
What to do How What time who
Getting
information about
bowling
To call the bowling
center/to look at the
homepage
Till 4. 11.2018 Stella
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Project based learning and perception work
in ahandicraft and exploration project
„Labyrinth“
A school pastoral project at
Johannes-de-la-Salle-Berufsschule in Aschaffenburg
Projektleitung:
Gerhard Steigerwald 04.05.2018
133. 133
Project data
Participants:
Nine students of an education measure
Project times:
14 weeks on every Monday, 2 lessons
Project location:
Classroom, multi-purpose room, outdoor area and extra-school learning environments
134. 134
Project subject and target
Development and enhancement of the student's personality through constructing and experiencing of a
labyrinth and perception work.
The students have set up professional, self und social competence and show these skills with their strong
selfawareness.
They know themselves and their strenghts.
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Project preparations
Collection of information about labyrinths and targeting. Scheduling, process planning und inspection of
the extra-school learning environments. Planning of the film production.
Project information for the students, consent to participate through enrolling into the list of attendees.
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Project progression
1. Project day:
Informations about labyrinths through books, internet and teachers.
Drawing of a „Crete Labyrinth“.
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2. Project day:
Excursion to the extra-school environment Seligenstadt.
Visit and inspection of a Crete and a square labyrinth.
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3. Project day:
Drawing of a labyrinth after videoclip instruction. Method and construction investigation by model
exploring.
Constructing a labyrinth in the outer area: Making circles und putting of the logs.
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4. Project day:
Labyrinth construction: Making und putting of the last circles.
The logs are opened up at four locations and put across to the center, until a passage is possible through
the labyrinth.
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5. Project day:
Sheets with terms will be spread by the students into the labyrinth and nailed to the logs.
Further informations, hints and impulses about the labyrinth and to its use will be attached around the
labyrinth.
Ending of labyrinth construction with the product presentation during the „open house“ and following celebration at the labyrinth with students,
teachers and guests.
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6. Project day:
Reflection und talk (wall newspapers) about the project work. Presentation done by the students.
Inspection of the labyrinth with the question: „Who am I?“.
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7. Project day:
Answering the questions, „What do I want?“ und „What is adequat with me?“ Students are exchanging
ideas.
Guided imagery program about own desires, dreams and visions. Painting of experienced wishes and
dreams.
My wishes: health, respect,
generosity, honor, companionship,
helpfulness, life companion
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9. Project day:
Transformation of own wishes, dreams and visions into goals, writing them down or paint them.
Dismantling goals into simple steps and procedure planning for every student.
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10. Project day:
Reflection und consideration of the first steps to reach the planned goals.
Which obstacles are there on the way to reach my goals? How is it possible to reach them nevertheless?
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11. Project day:
What me enhances on my way: pleasant anticipation, hope, serenity, trust, patience, endurance, belief,
love, gratefulness etc. Learning how to use relaxation techniques.
Description and expression of the meaning of these terms.
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13. Project day:
Celebrate yourself! Celebrate the goal achievement! Cherish yourself, your effort and your success!
Reflection of the entire project through a dokumentation und presentation of the students.
Planning and preparation of the closing ceremony.
