If you tell me I forget

If you show me I remember

If you involve me I understand

CHILD CENTERED TEACHING AND INTERACTIVE TEACHING METHODS FOR A BETTER AND EFFECTIVE TEACHING.

From different surveys, the results show that the students can remember 10% of what they read, 20% of what they listen to, 30% of what they see, 50% of what they listen and see, 70% of what they say, and 90% of what they say after practicing. Make them feeling familiar to the topic. Only the teachers may help creating a safe and supportive learning environment, and giving sufficient time also. “What the learner does is more important than what the teacher does” Resist the temptation to tell students everything - get them to do things with information, to apply it.

A teacher should be characterized by three main characteristics, respect , empathy , and authenticity. The explainer, the kind of teachers rely mainly on “explaining” or “lecturing”, that have no knowledge on teaching methodology or only a limited knowledge of it. The involver, knows the subject matter, also knows and is familiar to teaching methodology. This kind of teacher tries to involve the students activelyThe enabler The role of this teacher is to lead and to create conditions that enable the students to learn for themselves

“The teacher plays the roles of the leader and the organizer, while the students embrace in the entire process. If we really try to be good teachers, we must be learners, as well. Teachers should listen to their students and focus on their learning. They should be professional and original. They must be self-confident, innovative, highly motivated, unpredictable and talented.

We all learn better when we feel encouraged. Give students feedback on the results of the task; let them know how they stand in relation to others. Only if your feedback is clear, then you may hope to be effective in your teaching way

“Learning of any language is based on the principle of imitation. It is especially true in the case of small children. Whatever they see around them, they mutate those things in the same way. Sometimes even the wrong habits of the teacher are carried on by small children.”A good teacher is the one, who, teaches the students learning to write through writing, to speak through speaking, to sing through singing, to reason through reasoning. With other words, practice makes perfect.

A successful teacher should always try to express enthusiasm for the topic and information that is going to give to the students, should be prepared to share the passion for the subject. It is not always necessary, to think of tasks as the proper way to punish the students, but think of it as a manner to manage, organize and evaluate their knowledge on specific aspects, encourage them to do the best.

1.1 Know and love your subject and focus on student learning

1.2 Less telling and more engaging, interact positively

1.3 Communicate your passion, be an inspiration and assess the learning outcomes

1.4 Be organised, evaluate your teaching, and act on student feedback.

1.5 Give effective feedback that stimulate deeper learning

1.6 Different kinds of teachers

HOW TO BE A GOOD TEACHER

CHILD-CENTERED TEACHING METHODS AND TECHNIQUES

2.1 Methods requiring very little preparation or resources

2.2 Techniques and methods of work groups and research

2.3 Methods requiring resources such as handouts or sets of cards

2.4 Activities that require a bit more preparation; simplest first

2.5 Effective Management of Active Learning Strategies to maximise participation

a. Teaching by asking

b. Snowball c. Brainstorming

d. Role playe. Round

This method is useful for small groups if the experiences of the students are a particularly useful resource. Everyone is free to participate in the discussion, but never to humiliate the others speaking.

This is another method that is completed by students’ participation and improving or developing their speaking skills. Practicing this method makes the students feel nice, real and useful in different situations.

During this method, students think and express freely everything they know on the topic, they feel free to give they own opinion, therefore, develop their speaking skills.

Ask a question that serves to lead to what you want students to learn

Start the lesson by asking students a question which leads to what you want to teach.

Methods requiring very little preparation or resources

It is another method that makes the student a kind of a surveyor, looking for and taking notes of everything happens through the process of the investigation

It is a particular teaching method with the purpose of investigating objects and events in their natural environment. It is the best way to make the lesson real.

It has to do with a kind of individual or group activity, these activities are long termed, cross curricular and connected to real world problems. “Teaching based on project represents a whole approach towards an active and interactive learning, which is characterized by continued involvement of students in teaching research

One of the main principles of teaching is creating an active environment in class. To avoid chaos in class is suggested to organize the students into small groups, in order to stimulate the collaboration with one another.

Discussion is one of the easiest methods that are used when we need to enable the students taking part in the process and to interact between each-other.

Techniques and methods of work groups and research

a. Discussion b. Small work groups

c. Working with projects

d. Excursione. Survey

a.Cooperative Learning – Learning Teams do questions on resource material

b. Key points c. Interrogating

the text

Students are given an unfamiliar piece of text and they in pairs or small groups are asked to: formulate important questions the text should be able to answer, or they hope the text will answer.

That is a useful method to develop students thinking skill, to be more attentive and careful to analyze an unfamiliar piece of text.

This method is the same as “teaching by asking” at the end using students individual assignments that are structured in a manner that met the five defining criteria for cooperative learning: 1. Positive interdependence. 2. Individual accountability. 3. Face-to-face interaction, 4. Development and

appropriate use of interpersonal skills.

5. Regular self-assessment of team performance.

Methods requiring resources such as handouts or sets of

cards

Methods requiring resources such as handouts or sets of

cards

d.Transformation e.Headings f.

Flowcharts/diagrams/drawings

g.Summarizing

Another useful methods improving their thinking skill Students are given text in one format and are asked to present it in another. By this method students can improve their writing skills and of course, their speaking skills.

Students have a handout with no headings or no subheadings , but with space for these to be completed by them. They are allowed to read the handout and decide headings that summarize what follows in that section of text in the form of a statement. This is a good manner of improving or developing independent learning.

Students are given a text on an unfamiliar topic and they have to study it. Using that method they can put their imagination into work and give the best of it. As they are fond of drawings, and they look at it as a kind of entertainment, working in groups they may explain what they study by drawing it.

Learning by heart or memorizing is not an effective way to wake up our students. It is a kind of mechanic reproduction and has nothing to do with developing the logical skills. So summarizing is a kind of techniques that makes the students comprehending a text, giving their opinion in a certain way.

Activities that requires a bit more preparation; simple first

a. Decisions-Decisions b. Students’

presentationc. Explaining

Exemplars – For skills teaching

d. Peer Teaching – For skills teaching

e. Jigsaw. A Cooperative learning method

Students are working in pairs using a text to read or a video to watch and have to use “summary cards” which purpose is to summarize key points, if they are really attentive, they can give correct answers, and “consequence cards” that state consequences of the facts which are given in the text. Students have to decide which cards are correct or not. Explain the wrong ones.

Working in groups they will prepare a presentation on a given topic. During that presentation, students find themselves important and responsible to do the best possible.

The exemplar is a model of good practice. This strategy may be used in almost any kind of subject. The teacher gives pairs or small groups of students’ examples of a practice done correctly, and perhaps some examples of bad examples containing a few common errors. After analyzing and discussing it, each group is critic in evaluation the exemplar to the rest of the class.

Explaining: during this phase students explain to each other how they did something, or how they resolved a problem. Question Pairs: before the activity the students prepare for the activity by reading an agreed text, and deriving questions and answers focused on the major points or issues raised.Learning Cells: Each student reads different selections and then teaches the key points of the material to his or her randomly assigned partner.

Jigsaw is one of many cooperative learning methods with high effect sizes. Divide students into groups. The teacher should be careful to avoid using of friendship groups. Ask students to analyze the same materials from a different point of view. Then to join correctly the four paragraphs.

Effective Management of Active Learning Strategies to maximize

participation

a.Using roles to maximise participation

b.Role card descriptors

c. Task Designd.Pointers for

success in groupwork

If we need to be more effective and ensure the optional participation , we try to enable each student in a group to have at least one role. This avoids some students becoming ‘passive’. Then we may rotate the roles during the term

Each students has a role in group:TeacherCheckerScribeQuestionerVocabulary chiefLeader

A useful checklist to ensure that tasks and supporting materials cover everything. Give the proper instructions to locate information and resources and be well-organized to plan how to complete the task successfully. It would be a good thing if you make a record. By the end, evaluate information and task completion.

The task is set and it is clear and in writing. This task may be different for each group. The teacher requires the students to be prepared to feedback for the task for their group and justify their answers requiring: analysis (‘why’ questions) synthesis (‘how’ questions) or evaluation (‘which’ or ‘how good is this’ questions).

FORMATIVE TEACHING STRATEGIES AND WHAT METHODS WORK BEST

3.1 Formative teaching strategies

3.2 What active methods work best

Formative teaching strategies

a. Peer Assessment in pairs

b. Peer Assessment in groups

c. Peer Explainingd. Peer assessment of

deliberate errorse. Self Assessment

It is a process of marking another’s work. There are the students, who have to give their judgments about their peer’s work. I am not of course saying that teachers need not mark student’s work; only that peer assessment is very useful

Students are arranged in groups, it is the best if they are not friendship groups. By the end students have to compare their best answers and the teacher’s model.

Students have to work in pairs. They try to explain each other the dark points they have by asking and answering questions. After this process, the teacher can ask them to use the Venn-diagram to present the same and the different points on this topic.

This is another form of peer explaining exemplars. Both students in each pair have different examples and they have to find What’s wrong? Why it’s wrong? How to do it right?

At the end of the lesson, or after have finished their task, students should be remembered of the goals, objectives, or assessment criteria. So, they are given at least a five minute time to self assess on their work

Formative teaching strategies

f. Spoof-assessmentg. Explaining tasksh. Doing

correctionsi. Diagnostic

questioningj. Mastery test

When the teacher gives the students this kind of work, firstly tells them to find the correct piece of work. If the students are not able to find the correct solution, the teacher may ask them to continue it at home, in order to have much more time to work and think of it.

Tasks like these help students to be able to comprehend and then to explain different concepts, and to be able to remember them. Also, this method improves their way of thinking, not just to memorize concepts, but to remember and practice them later in their long term memory.

If we ask them to correct all their work and they may well not be able to keep up, but if we ask them to correct others work, they are always ready, to take teacher’s role.

If we want the lesson to be effective, and especially our chosen method to be successful, too, we need to be prepared for diagnostic questioning, because more questioning and explanation we use to diagnose the misconception better it is.

A simple test based on key points . The test should be focused on different activities for students. It consists on questions on key points, practical exercises and so on.

What IS SO SPECIAL ABOUT FORMATIVE TEACHING?

The learners needs to know:

The goalTheir actual

positionReduce the

gap

From different studies we come to conclusion that: Feedback has more impact on learning quality than any other single factor

What active methods work best?

a. ‘Same and different’

b. Graphic organizerc. Decisions-

Decisionsd. Feedbacke.Hypothesis testing

Be careful not to confuse good ways we explain with good learning

They have to compare and contrast two different aspects.

The graphics are prepared by students for their own diagrammatic presentations, to illustrate what they have learned

Students have a set of cards to match

Feedback refers to statements teachers make to students about the quality of their responses. During the initial phases of learning, feedback helps ensure that students do not practice errors.

We give students a statement that is true in some part of it, but false in other parts and they have to evaluate the statements in groups.

TEACHER-CENTERED VS STUDENT-CENTERED TEACHING

4.2 Student-centered approaches pros & cons

4.1 Teacher-centered approaches pros & cons

Teacher-centered includes those methods which aim to give information, and their principal role is to give students the proper knowledge that is the foundation of further thinking development.

The second group includes those techniques and methods which are based on student-centered activities.

Teacher-centered teaching pros and cons

Formal authority

Demonstrator model

Traditional Teaching method is characterised by emphasis on “Chalk&Talk”

Teachers who practice these methods are not interested in creating relationship to their students or their students to one another. This type of teacher does not usually require much student participation in class.

This teacher is called like this because he or she practices skills and processes. A teacher like this may be characterized by someone who tells his or her students what to do exactly and properly using demonstrated methods

student-centered teaching pros and cons

Facilitator

Delegator

Student-centered Teaching methods transfer the focus of action from the teacher to the learners

These methods consist on: Active learning/ Cooperative learning/ Inductive teaching and learning

Teachers named as facilitator are often based on activities This kind of teacher generally tries to design learning situations and activities in creative and original ways

These kinds of teachers tend to take control and are more responsible on individual or group students’ learning Students working in this way learn more than just flow specific topics

Teacher 's role:

Teaching’ organizerLeader of the processPartner in communication and interaction in class

Stimulating Evaluative

Teacher’s role to stimulate students’ learning

The teacher creates the groups carefully

The teacher plans the activities carefully

The teacher defines the objectives and structures a plan for every activity

Observe the students achievements

some main concepts in child centered teaching:

more open teaching.less teacher centered teaching, teaching to learn, more interactive learning learning as a process of gaining knowledge, values, attitudes and skills.

practicing interactive methods the students :

Feel comfortable; Express their

opinion; Discuss; Take part in

exchanging ideas;Argue; Ask and answer to

the questions.

Unless, the teacher is not the center, his role does not fade away

• He is still very important. • He is a partner in their communication, • He gives advice for different activities, • He encourages their cooperation.

So these methods do not avoid teacher’s role, but they give the students the role to be important.

Passive vs. Active Teaching

To sum up:

If you really love teaching children, then give them the opportunity

To agree taking part to the lesson,To feel responsible for their actions, To be included in the activity, To be organized in fulfilling their duties they

have. Contemporary methods create children’s

personality, their attitudes and their skills

Teacher: “If the child is not learning in the way you are

teaching , then you must teach him in

the way he learns”

Student: “If you try to remember, you will forget, but if you try to understand, you will remember!”