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POLISH TEACHING METHODS

POLISH TEACHING METHODS. XXIII Secondary School in Lublin. Methodology is the way(s) in which teachers share information with students. The information itself is known as the content ; how that content is shared in a classroom is dependent on the teaching methods.

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POLISH TEACHING METHODS

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  1. POLISH TEACHING METHODS XXIII Secondary School in Lublin

  2. Methodology is the way(s) in which teachers share information with students. The information itself is known as the content; how that content is shared in a classroom is dependent on the teaching methods. • Knowledge is the basic information of a subject; the facts and data of a topic • Synthesis is the combination of knowledge elements that form a new whole • Performance refers to the ability to effectively use new information in a productive manner

  3. MAIN METHODS OF TEACHING

  4. 1. GIVING INFORMATION • 1. Direct instructions • Story • Description • Talk 1. 2. Reading information 1. 4. Explanation 1. 3. Lecture • 5. Audio-visual • presentation

  5. 2. SOLVING PROBLEMS 2. 2. Simulations 2. 1. Small group discussion 2. 3. Brainstorming 2. 5. Research 2. 4. Experimenting 2. 6. Collaborating 2. 7. Questioning

  6. 3. PERFORMING 3. 2. Drama 3. 1. Array 3. 3. Demonstration 3. 4. Graphic organizers 3. 5. Role - playing

  7. 4. PRACTICAL METHODS • 4. 1. Observation 4. 2. Laboratory demonstrations 4. 3. Field trips 4. 4. Interviewing

  8. 1. GIVING INFORMATION • 1. DIRECT INSTRUCTION is used to describe a lesson where the teacher has control. • In a direct instruction lesson: • the teacher usually spends some time lecturing; • then the teacher guides the students through a complex problem, with the problem broken down into simple steps; • then the students are given, one by one, the simple steps to carryout on their own; • finally, the students are given one or many sample problems to accomplish on their own.

  9. 1. GIVING INFORMATION • 2. READING INFORMATION with this method: • you assign material from thetextbook to students to read independently. • you may also choose to have your students read other supplemental materials in addition to the textbook.

  10. 1. GIVING INFORMATION • May establish: • rules or laws, and may clarify the existing ones in relation to any objects, or phenomena examined; • the components can be implicit, and beinterwoven with one another; • is often underpinned by anunderstanding that is represented by different media such as music, text, and graphics. Thus, an explanation is subjected to interpretation, and discussion; • in scientific research, it is one of the purposes of research, e.g., exploration and description; • is a way to uncover new knowledge, and to report relationships among different aspects of studied phenomena. 2. 3.AN EXPLANATIONis a set of statements constructed to describe a set of facts which clarifies the causes, context, and consequences of those facts.

  11. GIVING INFORMATION 1. 4. LECTURE is an arrangement in which teachers share information directly with students • Good lectures must be built on three basic principles: • Knowing and responding to the background knowledge of the learner is necessary for an effective lecture. • Having a clear understanding of the material is valuable in being able to explain it to others. • The physical design of the room and the placement of students impact the effectiveness of a lecture.

  12. 1. GIVING INFORMATION • 5. AUDIO-VISUAL PRESENTATION • in this format, you rely exclusively on the use of : • slides, movies, filmstrips, PowerPoint slides, photographs, illustrations, videos, or overhead transparencies. • in contrast to a lecture, most of the information is presented visually, rather than orally.

  13. 2. SOLVING PROBLEMS 2. 1. SMALL GROUP DISCUSSIONS - group is assigned a specific task to accomplish. The group works together, and members are responsible for each other. Discussions are a useful strategy for stimulating thought as well as providing students with opportunities to defend their position(s). Teacher role in these discussions is that of a moderator. You can pose an initial question, supplemental questions, or review questions for a group to consider at the end of a discussion. It's important that you not take an active role in the discussions, but rather serve as a facilitator.

  14. 2. SOLVING PROBLEMS 2. 2. SIMULATIONSare activities in which students are given real-life problem situations and asked to work through those situations as though they were actually a part of them. Every simulation has five basic characteristics: They are abstractions of real-life situations. They provide opportunities for you to bring the outside world into the classroom. The emphasis is on decision-making. Students have opportunities to make decisions and follow through on those decisions. Students have roles that parallel those in real life (mother, father, child). The rules are simple, uncomplicated, and few in number. A simulation has two or more rounds-opportunities to make decisions more than once.

  15. 2. SOLVING PROBLEMS 2. 3. BRAINSTORMINGcan be a valuable instructional tool which you can incorporate into almost any lesson. It is the generation of lots of ideas (without regard for quality) about a single topic. This method is particularly appropriate at the start of a lesson to tap into the background knowledge students may or may not have about a topic. • Effective brainstorming is governed by four basic rules: • Generate as many ideas as possible - the more the better. • There is no evaluation of any single idea or group of ideas. • There is no criticism about whether an idea is good or bad. Zany, wild, and crazy ideas are encouraged and solicited. • Individuals are free to build upon the ideas of others.

  16. 2. SOLVING PROBLEMS 2. 4. EXPERIMENTING - ideas are proved or disproved, and predictions confirmed or denied. • Experimentation involves: • manipulating data and assessing the results to discover some scientific principle or truth. • students need to understand that they conduct experiments every day, from watching ice cream melt to deciding on what clothes to wear outside based on the temperature • in the classroom, they need additional opportunities to try out their

  17. 2. SOLVING PROBLEMS 2. 5. RESEARCH - search for knowledge or any systematic investigation to establish facts. Generally, research is understood to follow a certain structural process. • The following steps are usually part of most formal research, both basic and applied: • Formation of the topic • Hypothesis • Conceptual definitions • Operational definition • Gathering of data • Analysis of data • Test, revising of hypothesis • Conclusion, iteration if necessary

  18. 2. SOLVING PROBLEMS 2. 6. COLLABORATING - students' working in groups is another way a teacher can enforce a lesson plan. Allows students to talk among each other and listen to all view points of discussion or assignment. It helps students think in an unbiased way. When this lesson plan is carried out, the teacher may be trying to assess the lesson of working as a team, leadership skills, or presenting with roles.

  19. 2. SOLVING PROBLEMS 2. 7. QUESTIONINGincludes questioning is similar to testing. A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. TESTING is another method of questioning. A teacher tests the student on what was previously taught in order to identify if a student has learned the material. Standardized testing is in about every Middle School and High School, proficiency Test, College entrance Tests. Before that we have to teach how to make questioner. If the questioner is perfect then this method will be effective.

  20. 3. PERFORMING 3. 1. DEMONSTRATION in this format, students witness a real or simulated activity in which you use materials from the real world. These materials may include artifacts and objects used by individuals in a specific line of work; for example, microscopes (biologists), barometer (meteorologists), transit (surveyors), or word processing program (writers).

  21. 3. 2. DRAMA as part of the teacher education means acquiring specialised skills in various types of dramatic fiction and theatre. In the programme of drama, students will develop skills and insight into how the theatre arts and play may be combined in drama pedagogy. In this study programme, therefore, emphasis is placed on the artistic-pedagogic use of the forms of expression of both the theatre and play. 3. PERFORMING

  22. 3. 3. AN ARRAY is a systematic arrangement of objects, usually in rows and columns. Specifically, it may refer to severalthings.Generally, a collection of data items that can be selected by indices computed at run-time, including:ARRAY DATA STRUCTURE, an arrangement of items at equally spaced addresses in computer memory ARRAY DATA TYPE, used in a programming language to specify a variable that can be indexed ASSOCIATIVE ARRAY, an abstract data structure model that generalizes arrays to arbitrary indices 3. PERFORMING

  23. 3. PERFORMING 3. 4. GRAPHIC ORGANIZERS assist students in categorizing information. • MOST IMPORTANT: • they help students understand the connections between their background knowledge and the knowledge they're learning in class. • is a pictorial representation of the relationships that exist between ideas. It shows how ideas are connected and how ideas are related to each other. • it is the basis for all forms of comprehension. By definition, comprehension is an understanding of how ideas or concepts are assembled into groups.

  24. 3. PERFORMING • 3. 5. ROLE-PLAYS are typically short, lasting for a maximum of 15 minutes. • THE BEST ONES ARE THOSE IN WHICH: • two or more students engage in a dialogue about a specific event or circumstance. • takes on the role of a specific individual (a historical person, for example) and acts out the actions of that person as though he were actually that person. • The intent is to develop a feeling for and an appreciation of the thoughts and actions of an individual. • Keep the directions you provide to a minimum; • this is a wonderful opportunity for students to capitalize on their creativity.

  25. 4. PRACTICAL METHODS 4. 1. OBSERVATION This format allows students to watch an event or occurrence take place firsthand. The only drawback is that sometimes unexpected and unplanned events happen over which you may have little control.

  26. 4. PRACTICAL METHODS 4. 2. FIELD TRIPS With field trips, you are able to take your students out of the classroom and into a new learning environment. This learning environment usually lasts for several hours or an entire school day.

  27. 4. PRACTICAL METHODS 4. 3. LABOLATORY DEMONSTRATION - is a facility that provides controlled conditions in which scientific research, experiments, and measurement may be performed. An experiment or test can be carried out by using the scientific method. THE STEPS ARE: Make an observation, Ask a question, form a hypothesis, Test the hypothesis, Analyze the results, Draw a conclusion, Communicate results. The reason a hypothesis is tested is so that it can be confirmed, denied, or refined, with the knowledge currently available. To demonstrate a cause and effect hypothesis, an experiment must often show that, for example, a phenomenon occurs after a certain treatment is given to a subject, and that the phenomenon does not occur in the absence of the treatment.

  28. 4. PRACTICAL METHODS 4. 4. INTERVIEWING This format may include the personal interview, in which one person talks with another person. It may also involve the group interview, in which several people talk with a single individual.

  29. These teaching methods are not allowed in Poland

  30. ReferencesF. Bereźnicki. 2001. Dydaktyka kształcenia ogólnego. Oficyna Wydawnicza „Impuls”, Kraków.http://www.teachervision.http://www.fotosearch.com.http://www.clipproject.info.All fotos in the presentation taken by M. Wrona, J. Piontek, W. Bicz The presentation made by: Anna Rysiak, Małgorzata Fornal, Małgorzata Misiura THANK YOU FOR YOUR ATTENTION

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