100 Teaching Methods, tmo |
Time needed: 10-15 min
Why? Fish Bowl is a way of leading a discussion in large groups. The method is named after the seating arrangement: it looks like a goldfish bowl, two circles of participants sitting around each other.
When? In the Fishbowl Method discusses a small group of participants of the plenum of the inner circle (in the „goldfish bowl“) exemplifies the theme, while the other participants observe in an outer circle of the discussion. Would like to contribute a participant from the outer circle for discussion, he can exchange with a member of the inner circle of the courts. The work of the inner circle can be discussed at the end with the entire group. The Fishbowl method can also be carried out with a discussion of moderation in the moderation is a constant part of the inner circle.
How? Each participant in the discussion group is allowed to leave it at any time. If „tapped“ a participant, he can finish his thought, and then leaves the discussion group. Blank spaces in the discussion group can – but need not – be filled by each participant.
Any risks? The main advantage is that the discussion is clearer, as more and can discuss only a small number of subscribers simultaneously. Topics to be focused and thus compacted. Members who are not otherwise able to speak, go into the inner circle and get there quickly to turn to express their opinion. A participant who has no desire to get off and just listen. The method lends itself also to show dominance relationships: Intrusive participants must constantly go back into the inner circle. Avoid side conversations.
100 Teaching Methods, tmo |
Time needed: 2 – 4 weeks
Why? Collective-Notebook is classified as a creative technique to brain writing techniques. In this technique, the participants must not collect at the same time and same place ideas. This method support creativity and partnership.
When? Each participant will receive a task for a problem on one open-ended period of time (usually two to four weeks) to document his ideas and thoughts in writing. They should use a notebook, which contains the first pages a description of the problem. Participants should carry the notebook whenever possible, to capture emerging ideas also spontaneously.
This technique is also suitable for additional ideas, which often occur due to relaxation after a session as flashes of creativity to collect.
There are at least two participants to carry out required. The duration can be adjusted as needed with them. In many sources, a period is recommended 2 to 4 weeks.
How?
- Preparation phase: 1. Problem formulation, 2. participants choosing, 3. preparation of the notebooks
- Implementation phase: 1. Make notes on the prepared blocks, 2. spontaneous entries, 3. daily permanent entries, 4. Summary and Conclusion
- Evaluation: 1. match Summaries, 2. control the notes, 3. Basic proposals to develop problem-solving, 4. concept development in joint group meetings
Any risks? the advantages are: that the team members do not influence each other. It is not necessary that the team is working all the time together on the problem. The ideas can then be collected, if they occur. Participants must not speak the same language. More complex issues can be handled. the only disadvantage is that this method takes a very long time.
100 Teaching Methods, tmo |
Time needed: 10-max 15 min
Why? The Apollo is a method of cooperative learning and is part of the Civic Education. This method can crest coexistence roles. The rules can be set up for a class trip, for cooperation in education, in a department or throughout the school. This could then lead to a school constitution.
When? This method can be used in classes with difficult social structure facing discipline problems.
How? The first step is that everyone is writing their ideas involved working together or learning together. Then the group works together. Matching suggestions are taken together and summarized into a rule. Diverging proposals are written on another list.
In the second step, two working groups, four participants together, and repeat the procedure from the first step.
The final step is a random, for example, by lot, to summarize all the results given by all groups. Then the class discussed the list with the divergent proposals. Either the points to the overall set of rules added or incorporated in a special list of minority positions.
Any risks? Actually there is no risk, its a chance to overcome misunderstandings and discipline problems. In connection with the Joint Negotiating and setting rules for all able in teaching complex concepts such as the democratic process and the common good of the Act and the sanctions will be discussed. At this point, rule violations, sanctions and punishment are not abstract teaching subjects, but are directly related to the joint work on their own laws, its own constitution for the class and school community.
100 Teaching Methods, tmo |
Time needed: 15 min
Why? The three-step interview is a method of cooperative learning and is part of the Civic Education. It aims to promote the specific questions and active listening.
When? Topics for the three-step interview are for example, have experience in the field of democracy, justice, values and so on, or reactions triggered by a poem, etc., or conclusions arising from a teaching unit. With this method you can determine the personal experiences of the learner, and then build up examples in the classroom or workshops.
How? The students are divided into groups of three students.
- person A interviews person B, person C as an observer makes notes about the main statements.
- the interviewed person B interviews Person C, Person A makes taking notes as an observer on the main statements.
- the interviewed Person C interviews Person A, Person B makes taking notes as an observer on the main statements.
Then two groups of three are merged. The six observers report based on their notes on the key aspects.
Any risks? Students might be using to much time for the interviews, that’s why the teachers should clearly give times limits for each interview (e.g. 3 minutes) and than strictly disconnect the interview.
100 Teaching Methods, tmo |
Time needed: 5 – 10 min
Why? Students will learn that some question has different ways to answer and some questions request more than one answer.
When? This method can be used while the discovering process as well when one topic is finished.
How? The teacher has to prepare different papers with different questions. Then the first students has to answer the question in his style, fold the paper so that the next student cant read the answer but still the question, the next student has to answer the question again until 4 or 5 answers. Then some one open the paper and read the question and the answers and the whole class can evaluate the result.
Any risks? Students an open the paper to cheat, let them fold the paper more then one time, so that it will be not that easy to open it again.
100 Teaching Methods, tmo |
Time needed: 10-15 min
Why? Students learn to focus at a topic self responsible and independent.
When? This method can be used while the discovering process as well after one topic is finished.
How? The teacher gives every student a theme out of the taught topic and gives them the task to make photos independent outside of the school and bring them to the class. later when all students fulfilled their homework, the result can be discussed in class.
Any risks? Some students will not be able to make photo outside the school, give them the task in small groups to create their group photo album about that topic.
100 Teaching Methods, tmo |
Time needed: 10-15 min
Why? Students learn how to ask in a correct way about a taught topic.
When? This method can be used after a taught topic.
How? The teacher divides the class in groups of 2 students. First every student is creating the test for the second student, then they exchange the tests and write their answers. The teacher can evaluate this together with the whole class later.
Any risks? The students will help each other to answer their own questions. Let them do it. Its student to student method.
100 Teaching Methods, tmo |
Time needed 10-15 min
Why? Students create their own tests in an enjoyable way. Students learn to work in groups.
When? This method can be used after one topic is finished.
How? Its a partner work. The teacher has to give to the students some paper, let the students cut this paper in small peaces. Now the students have to find some questions about a taught topic and the matched answers. Let them write down this at the small paper. Every paper couple also need to get a matched symbol to the theme the question is about. When the students are finished, force the whole class to play the memory game, put the questions and the answers backwards at the table in two groups, one questions one answers and let them play the memory game.
Any risks? Some times students need longer to create the memory. The teacher should push them to make it in that short time, to encourage them to find answers in a short time.
100 Teaching Methods, tmo |
Time needed: 10-15 min
Why? Students will learn to work very quick in a group together at one topic. They need to abstract the taught topic and compress it in a small painting.
When? This method can be used in the introduction stage to find out what knowledge is existing already as well after one topic is finished.
How? The teacher is dividing the students in groups between 3 and 5 students. The teacher is giving the groups a theme, or the students also can choose the theme by self and then very spontaneous they have to draw the picture. Later the class has to describe what they can see inside the other groups paintings and the group itself is explaining after that what is actually in their mind.
Any risks? Students mostly request more time for that, but the short time should encourage them to be spontaneous, this is very important to find out deep safe absorbed knowledge.
100 Teaching Methods, tmo |
Time needed: 10-20 min
Why? Students learn how to compress absorbed knowledge to make is understandable in a short version for others.
When? This method can be used after a taught topic is finished.
How? Divide students in groups of two students, let them choose one for them interesting theme out of the taught topic. Give them the task to create a postcard for friends based on that chosen theme. Let them send it to their friends later on, or use the postcard to send in inside the class and the other groups have to explain what they understood about that postcard.
Any risks? This method also will need a lot of time, but those methods are good to let them go deeper inside the topics and create something by self. For the teachers it will be a good evaluation instrument what students really absorbed from the taught topic.
100 Teaching Methods, tmo |
Time needed: 10-15 min
Why? Students work self responsible and independent outside the school.
When? This method can be used any time while the discovering stage of the learning process.
How? The teacher gives the students the task to write down as much questions as they can find when they think about one special topic which they got in their mind when they are outside of school. Let them find very practical connections to the taught topic. Later these questions can be discussed in the lesson with everyone.
Any risks? Students might just create these questions at their desk at home. Let them write down the question and on the other hand directly also the situation when this question came to their mind.
100 Teaching Methods, tmo |
Time needed: 10-15 min
Why? Every student is using once a while this method to recall knowledge. Let them do officially.
When? This method can be used after one topic is finished.
How? Let the students choose one theme out of the taught topic, or give everyone one question connected to the taught topic. Then tell them to create a cheat sheet with key words about that topic. The letter cannot be bigger than the students hand. After everyone is finish, let them stand up and speak about the question without using the sheet.
Any risks? Students will do that, with your help or without, it is a good method to compress the taught topic.
100 Teaching Methods, tmo |
Time needed: 30 – 45 min
Why? Students for in self responsible groups and recall taught knowledge in an artistic way. Its also based in interdisciplinary learning.
When? The method can be used after one topic is finished to make a kind of complex recall of the knowledge. This method is special useful if there is enough time after a topic duration or also for replacement classes to repeat absorbed knowledge in a meaningful and self responsible way. Its also a nice decoration for the class room.
How? The teachers is preparing a lot of material, newspapers, magazines, color pens, color paper any additional materials which are useful for a collage. The teacher is dividing the students in groups. Students decide the theme of the collage based on the taught topic and use the material to create a meaningful display. This can be also based on a reward system based on the best display.
Any risks? There is a lot of time needed for those collage. Mostly one lesson of 45 minutes is not enough time to make a complete collage. The best moment is to use the time before holidays when students are not so powerful anymore and the motivation is already looking forward to have holiday. With this method the teacher can motivate them in a different and easy way. For replacement lessons its a good way to use the time in a meaningful way.
100 Teaching Methods, tmo |
Time needed: 30 – 45 min
Why? Students for in self responsible groups and recall taught knowledge in an artistic way. Its also based in interdisciplinary learning.
When? The method can be used after one topic is finished to make a kind of complex recall of the knowledge. This method is special useful if there is enough time after a topic duration or also for replacement classes to repeat absorbed knowledge in a meaningful and self responsible way. Its also a nice decoration for the class room.
How? The teachers is preparing a lot of material, newspapers, magazines, color pens, color paper any additional materials which are useful for a collage. The teacher is dividing the students in groups. Students decide the theme of the collage based on the taught topic and use the material to create a meaningful display. This can be also based on a reward system based on the best display.
Any risks? There is a lot of time needed for those collage. Mostly one lesson of 45 minutes is not enough time to make a complete collage. The best moment is to use the time before holidays when students are not so powerful anymore and the motivation is already looking forward to have holiday. With this method the teacher can motivate them in a different and easy way. For replacement lessons its a good way to use the time in a meaningful way.
100 Teaching Methods, tmo |
Time needed 3-5 min
Why? Students need to think deeper in one topic.
When? This method can be used after one topic is finished, while the discovering process with topic change and also at the introduction stage.
How? The teacher is writing in big letter one term at the white board. The students take the letters to find one word which is connected and describe this topic deeper. Later these words can be taken again to get again deeper in the topic.
Any risks? Some students might come up with the same words. Let them together decide the word with the strongest meaning connected to the topic.
