WORK METHODS, TEACHER-STUDENT RELATIONSHIP, INTERACTION, MATERIALS, EVALUATION

1. WORK METHODS, TEACHER-STUDENT RELATIONSHIP, INTERACTION, MATERIALS, EVALUATION Youth ECHOES Comenius 2013-2015 Lithuania

2. Integrated learning The process of training is organized in such a way that it would be accessible for every student: not only to those who have more abilities, who are motivated, but to children who are less able and have special needs (22 students). A special attention is given to the differantiation and individualization of tasks.

3. Teacher talking students working The introduction (teaching) of new material, the explanation most often changes from the “method of lectures” into the method of games or work in the groups. So pupils are stimulated to work in the collective, but at the same time not to lose their own individuality, possibility to tell their understanding and opinion.

4. Integrated lessons At school we practice corrections between subjects and integrated lessons. They are especially loved by pupils.For example: Informatics and Lithuanian, Mathematics and PE, English and Music and so on.

5. Traditional , conventional teaching methodsInnovative methods of education That promotes: student's learning motivation active students participation critical students thinking collaboration among students and teachersthroughout the development process

6. TRADITIONAL TEACHING METHDS interpretation questioning writing reading the text school lecture work with sources test tasks

7. INNOVATIVE TRAINING (LEARNING) METHODS Discussion Cooperative learning Problem-solving techniques ( individual or group work ) Various projects Creative tasks Conferences Learning using IT Internet -based learning ( virtual exhibitions, seminars) Creative lab Lessons in museums , libraries, archives and other areas

8. Active learning methods help students actively learn, control, structure, develop, deepen the understanding of information and ideas. encourage students to take responsibility for their learning during cooperation with others.

9. WHY active learning methods? conscious learning developement of learning to learn skills students learn better, when they are actively involved in the educational process, not passive

10. Teacher’s position using active teaching methods Important appropriate teacher and classmates' responses ( feedback ), which is understood not as hasty approval " right" / " wrong ", but as a purposeful questioning, which invites rethink, check for further clarification, explain in more details. Teacher guide the process, encourage dialogue among the students themselves

11. Active teaching methods (examples) Working in groups Patchwork Mutual training The six hats method Corners Stubborn questioning The field study The use of digital learning objects Graphics drivers

12. Tray – three steps method: to think, to discuss, to introduce. The pupils are divided into small groups by four or three. They get a list of paper and divide it into separate parts so as each pupil gets one part of it. The center of the list is left blank – for results. The working process: 1. At first pupils write their answers on their own part of paper. 2. Then pupils compare and discuss their results. They have to write the discussed general result. 3. Finally one of the pupils introduce the group result. Aim: to make learning more active, passive knowledge turn into active.

13. Merry–go–round The teacher chooses a text and gives three questions for it. The pupils read the text and mark the answers. After that pupils take a seat apposite each other making a circle. They exchange the answers. The pupils who make the inner circle move one seat according the clock and have a new partner. Aim: to emphasize the listening process, to activate the knowledge and experience, to retell the given information.

14. Excitation, clarifying experience, motivation techniques Meaningful learning takes place when student’s active learning is based on what they already know or believe to know.So, each time starting to learn new things is important to take time for excitatory activities. Excitation activities are focused and intense. We continuously keep coming back during training at the things students have find out, we associate it with new learning experience and summary all together .

15. Why excitation clarifying experience, motivation techniques? to find out students' knowledge and fals beliefs encourage students to think of the topic stimulate their interest and emotional involvement

16. Excitation clarifying experience , motivation techniques (examples) Student’s work folders Unfinished sentences Demonstration Presentations and / or the use of digital learning objects Look - Think - Discuss with a friend Brainstorming Pupils' experience of clarification Storytelling , reading, showing footage

17. Idea Rain The aim of this method is to stimulate the pupils to declare spontaneous ideas as many as they can. The teacher presents a problem, gives some time to think it over and the pupils give a wide variety of its solutions. All the variants are written on the blackboard. Every variant is analyzed, estimated, concluded.

18. Assessment and self-assessment, reflection methods The main purpose of evaluation of the educational process - help students to learn. This is achieved by providing students to keep a constructive response, incorporating them into each other and self- assessment activities.

19. Why evaluation, self-assessment and reflection methods? The proper response is considered to be one of the most effective teaching and learning methods. Any conversation with students is a response to the teacher about pupil knowledge and understanding andabout the effectiveness of selected teaching methods. This information is for planning future teaching learning activities. Assessing and self evaluating learning activities and results is a response for students themselves and others. Learning to assess self and others work by the criteria they are more aware of the good work or proper performance of its requirements, learn to see their own and others strengths and areas for improvement to provide improvements.  Fostered a culture of evaluation, where the focus is not on the measurement and evaluation but on self-assessment and learning itself. It helps students take responsibility for their own learning, to develop independent learning skills.

20. Teacher evaluation forms well-directed questions that encourage students to explain, clarify, fleshing out their answers or other forms done written or spoken individual or generalized comment, which clearly identifies what has been done well, what and how to edit idividual interview, during which teacher can ask questions to encourage students to recognize their strengths and limitations, provide improvements

21. Students self-assessment and reflection methods "Fake" assessment, when the teacher shows the previous year, or other student's works. Advantage of such an assessment is that all students work on the same device, which can be discussed together, and no one is left hurt on criticism. free-form reflection, learning diariesstruktūruoti klausimai, Criteria descriptions, various graphical forms

22. Self assesment teacher’s evaluation Student’s assessment and reflection models are collected in their assessment folders (Portfolio). Assessment portfolio is the student's progress monitoring tool and important source for planning teaching and learning activities.

23. Assessment , self-assessment and reflection methods (examples) Self-assessment: - questions for reflection Unfinished sentences Sweet Reflection Learning Blog Cobweb , Star Skills self-assessment curve Group self-reflection and assesment: Cake Division Structured questions Competency Self Assessment Grid Other groups assesment: Colored leaves against criteria

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