100 Teaching Methods, tmo |
Time needed: 10 to 15 min
Why? The easiest way to learn is, if students can touch things. With that method you are giving them a homework to decide which object is match to the taught subject.
When? Any time the teacher need practical connections to the theoretic topic.
How? The teacher is telling to the students to bring one object which is connected to the taught subject for the next lesson. In the lesson the teacher can open a discussion always connected to the objects the students brought over. The teacher is able to ask the students why they brought that special object and the other students are able to participate the knowledge from each other and everyone can touch these things and will learn in a practical way.
Any risks? There is no risks at all, the method guarantees two possibilities of learning, one while choosing the object by self and the second one inside the class while evaluation of the brought things.
100 Teaching Methods, tmo |
Time needed: as long as the topic needed, but the best duration is maximum 15 to 20 min, in lower levels shorter times and more students in one lesson is more effective 5 to max 10 min per students, in higher levels the teacher can play with longer teaching time, sometimes also partner preparation from one lesson is possible.
Why? The best absorbed knowledge will be made when students have to prepare a part of a lesson or the whole lesson by self. Beside of that this method is supporting an understanding for each other students-teachers side.
When? Before or after a new topic will be taught. Before the students will be responsible for the research by self, that’s most exciting for students to discover topics by self. After a taught topic the teacher and the students for self as well will have the control about absorbed knowledge.
How? The teacher will give one students to prepare a new topic or an taught topic to hold this alone in front of the class by self. In lower levels its more enjoyable if the lesson will be prepared in shorter durations with different students. In higher levels the teacher can also use the possibility to let two students in partner work to prepare the lesson.
Any risks? The students will teach mistakes, but there is an old sentence: We all are learning from our own mistakes as most.
100 Teaching Methods, tmo |
Time needed: 10 to 15 min
Why? This method forces the students to take their position non verbal about one taught topic.
When? Any time after a taught topic to discover knowledge with a covered method which is forcing the subconscious to discover positions.
How? The teachers has to bring two things to class which are connected to the taught topic, put them on the floor, and the students have to decide to stand closer or more far from the objects and take action. Some students will stand closer to the first one others closer to the second. After they decide how far they will take their position, the teachers ask them why they are standing closed and why to the special object closed. After they answer, the teacher ask why they don’t stand closed to the other object. It is also possible to open a discussion about that.
Any risks? Some students don’t want to tell reasons of their decisions, don’t force them, try to open a discussion with all students, mostly those students will suddenly change their position or will fight for their positions in telling unforced the reason by self.
100 Teaching Methods, tmo |
Time needed: 10 to 15 min
Why? This method forces the students to take their position non verbal about one taught topic.
When? Any time after a taught topic to discover knowledge with a covered method which is forcing the subconscious to discover positions.
How? The teachers has to bring two things to class which are connected to the taught topic, put them on the floor, and the students have to decide to stand closer or more far from the objects and take action. Some students will stand closer to the first one others closer to the second. After they decide how far they will take their position, the teachers ask them why they are standing closed and why to the special object closed. After they answer, the teacher ask why they don’t stand closed to the other object. It is also possible to open a discussion about that.
Any risks? Some students don’t want to tell reasons of their decisions, don’t force them, try to open a discussion with all students, mostly those students will suddenly change their position or will fight for their positions in telling unforced the reason by self.
100 Teaching Methods, tmo |
Time needed: 5 to 15 min
Why? Interdisciplinary method is one of the main important methods to open students mind and teach them to think out of frames, its the best method to reduce “island knowledge”
When? All the time if the teacher is able to find aspects which is cross connected to other subjects.
How? The teacher has discover in his lesson plan already, or while discussion in class, topics which are also existing in other subjects. the teacher has to force students to find these cross over topics, the similarities and differences to handle the same problem in the different subjects.
Any risks? There is no risk, the students get the advantage to think more open and they will get the possibility to solve daily problems easier with a cross over thinking. teachers should prepare cross over topics before holding the lessons and ask question to let the students find these topics by them selves.
100 Teaching Methods, tmo |
Time needed: 5 to 10 min
Why? Students will be forced to discover what they know about a new topic already or to recall knowledge after a taught subject.
When? This method can be used before a new topic or after. Before the new topic the teacher can discover what students know already. After a taught subject the teacher will be able to control the absorbed knowledge.
How? The students have to say just one word about the topic which they spontaneous get in their mind when they think at the taught subject, always just using one letter of the alphabet starting with A. After all letters, or most letters are complete, the students can discuss about their choices and the connections to the topic.
Any risks? In bigger groups it will be after a while monotone, then it is better to divide the class in groups and let them find differences in their list and let them explain the different word samples.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 15-30 min
Why? International partnerships and connections support intercultural understanding. Friendships between students out of different cultures offer students different views and learning strategies.
When? You can use this to give students research task while introducing a new topic, as well to find out deeper knowledge in already taught topics.
How? Involve those letters in the normal lesson, offer students task so that they can ask their partner abroad. Those learning outcomes are very effective, because these are private letters involving taught topics, private conversations between friends based on knowledge absorption is the most effective learning strategy.
Any risks? The only risk is that the students just write private notes to their friends, but most of the time experiences shows that this fact is very seldom, they use their natural curiosity to ask also about how they deal with taught topics to hope to get an easy strategy and results.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 10 – 20 min
Why? Drawing is a method nearly every child love to do that and to express their view at this world with this method. This method is forcing and support phantasy development and cross line connections and expression of absorbed knowledge in another language.
When? Every time you think your class need a relaxing of the teaching and learning atmosphere.
How? Some times it is very refreshing for children to have open topic and to fulfill tasks which are not pressed artificial in frames. Let them just draw things which are surrounding them, and you will surprisingly find out, that even a painting of a cup, will have very different results and if you are very careful as a teacher you can use those paintings also to learn about your children and start to understand about their different views of the world.
Any risks? Every child has different speeds to fulfill such a task, prepare for early finishers extra tasks.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 10 – 15 min
Why? To learn how to record work which students did, is supporting students understanding about structuring work processes and helping them to get an overview over more complex subjects. It is also important to learn the verification of cases.
When? Any time when you think students need to learn to self-evaluate their own work.
How? Give them a complex task to follow up and involve in the task description the the clear instruction of recording the task process including procedure and result recording.
Any risks? This could be quiet time consuming, so the teacher should give a clear time frame to fulfill the task including as well for the recording.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 15 min
Why? To be outside of the classroom is always welcome for everyone. To involve outside environment in the teaching process is very life connected and effective, if you structure this method correctly.
When? Any time when you need to relax your teaching and learning atmosphere.
How? Let a group of students prepare the game and place some things connected to a topic in the garden, the second group of students need to find them, the first group can give hints. The things which will be hided has to be a connection to the topic as well the places where students hide these things has to be connected as well.
Any risks? This needs a good preparation and you need to make sure that both groups understand what is the topic about. The teacher should prepare this very carefully and complete to give both groups the right hints and guidance. Give for everyone a clear time frame, otherwise it will be endless, because its so enjoying.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 20 – 30 min
Why? This method support self-responsible learning strategies connected to students learning pathways.
When? Any time when you want to introduce a new topic or when you need additional supplementary information.
How? Give the students a bunch of questions to be answered with internet research, you can develop that as homework, or if you have a computer lab in your school, you can let them finish this quiz directly in class.
Any risks? Every student like to search in the internet, its a modern media and everyone has to learn how to use that, this quiz will develop also research and general skills in using the computer beside of the special subject knowledge.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 45 – 90 min
Why? This method is forcing independent thinking and involving absorbed knowledge.
When? Any time if you think photos can explain more than words.
How? Just give students as homework the task to make photos in their living environment about a special topic, give them also the task to think about an explanation about the connectivity between photo and topic. Let them show their work in front of class and let them explain their reasons to take this photo and let other students also give additional comments.
Any risks? No risk, students love to show their own homework and its a very phantasy-forcing and practical work, students will like to do that.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 5 – 10 min
Why? Learners reflect on their learning journey so far and list things they are now able to do that they weren’t previously able to do; this includes subtle elements such as being able to join in a group discussion which they had previously found difficult. Learners review the timescales for the remainder of their learning journey and adapt them where necessary. Learning pathway is described as the chosen route, taken by a learner through a range of (commonly) activities, which allows them to build knowledge progressively. With learning pathways, the control of choice moves away from the tutor to the learner.
When? Any time when you start with a topic as well when you on the way to review if the connection is still there between teacher and the student. Also in the end of a topic it is very helpful to look over every students learning pathway to evaluate their steps and find out missing knowledge.
How? Technically a learning path is merely a series of “learning steps”, like titles of part topics, Web addresses, a description or task text and some additional markings. In terms of substance, a learning path is the integration of individual learning tools into a whole learning process connected to one topic duration. It helps to organize learning processes, especially if they occur over longer periods of time.
Any risks? If you just install the learning path in the beginning of a topic and never look at it anymore, it is not really effective. Use such a learning path as a guidance for students for their self study progress.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 10 – 15 min
Why? To develop a graphic involves knowledge, abstraction skills, phantasy and fun. This is a good methodology to evaluate if students taught topics already absorbed and how they really developed already an understanding about taught topics. While they draw such graphics they need to involve their absorbed knowledge to express those in a different presentation format.
When? Any time when you need evaluation and a fun method to relax study atmosphere as an instrument for you to find out how students absorbed taught topics already.
How? Give them a clear taught topic and ask students to form and draw a graphic involving the knowledge they have about the topic.
Any risks? Every student is different, some are very quick to fulfill such a task, others need longer and are not that skillful in drawing graphics, give them time and prepare for early finishers special additional tasks. Based on the fact that you involve another skill, to use that as the only evaluation instrument it is not enough. It is a good way as an additional instrument in addition with other evaluation evaluational instruments.
100 Teaching Methods, tmo, Uncategorised |
Time needed: 10 – 15 min
Why? To develop a graphic involves knowledge, abstraction skills, phantasy and fun. This is a good methodology to evaluate if students taught topics already absorbed and how they really developed already an understanding about taught topics. While they draw such graphics they need to involve their absorbed knowledge to express those in a different presentation format.
When? Any time when you need evaluation and a fun method to relax study atmosphere as an instrument for you to find out how students absorbed taught topics already.
How? Give them a clear taught topic and ask students to form and draw a graphic involving the knowledge they have about the topic.
Any risks? Every student is different, some are very quick to fulfill such a task, others need longer and are not that skillful in drawing graphics, give them time and prepare for early finishers special additional tasks. Based on the fact that you involve another skill, to use that as the only evaluation instrument it is not enough. It is a good way as an additional instrument in addition with other evaluation evaluational instruments.
