TEACH OUT OF THE BOX Or Kívül tágasabb. THE BOX 1. Traditional way of teaching 2. Classroom.
-
Upload
angelique-roseberry -
Category
Documents
-
view
216 -
download
1
Transcript of TEACH OUT OF THE BOX Or Kívül tágasabb. THE BOX 1. Traditional way of teaching 2. Classroom.
TEACH OUT OF THE BOX
Or
Kívül tágasabb
THE BOX
1. Traditional way of teaching
2. Classroom
WHY PBL?
1. My personal experiences
+2. No connection between classroom
material and real-life situations3. Students have different abilities
MULTIPLE INTELLIGENCE
Types of MULTIPLE INTELLIGENCE
• Linguistic intelligence („word smart)
• Logical-mathematical intelligence („number/reasoning smart)
• Spatial intelligence („picture smart”)
• Bodily-kinesthetic intelligence („body smart)
• Musical intelligence („music smart)
• Interpersonal intelligence („people smart)
• Intrapersonal intelligence (self smart)
• Naturalist intelligence („nature smart)
TRADITIONAL FOCUS ON:
• Linguistic intelligence
• Logical-mathematical intelligence
CHARACTERISTICS OF LINGUISTIC LEARNERS
• Likes to: read, write and tell stories• Is good at: memorizing names,
places, dates and trivia• Learns best by: saying, hearing
and seeing words
CHARACTERISTICS OF LOGICAL/MATHEMATICAL
LEARNER
• Likes to: do experiments, figure things out, work with numbers, ask questions and explore patterns and relationships
• Is good at: maths, reasoning, logic and problem solving
• Learns best by: categorizing, classifying and working with abstract patterns and relationships
BUT
To solve a problem you need several intelligences
CHARACTERISTICS OF SPATIAL LEARNER
• Likes to: draw, build, design and create things, daydream, look at pictures/slides, watch movies and play with machines
• Is good at: imagining things, sensing changes, mazes/puzzles and reading maps, charts
• Learns best by: visualizing, dreaming, using the mind’s eye and working with colours/pictures
CHARACTERISTICS OF BODILY/KINESTHETIC
LEARNER
• Likes to: move around, touch and talk, and use body language
• Is good at: physical activities /sports, dance, acting) and crafts
• Learns best by: touching, moving, interacting with space and processing knowledge through bodily sensations
Characteristics of Musical Learner
• Likes to: sing, hum tunes, listen to music, play an instrument and respond to music
• Is good at: picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time
• Learns best by: rhythm, melody and music
CHARACTERISTIC OF INTERPERSONAL LEARNER
• Likes to: have lots of friends, talk to people and join groups
• Is good at: understanding people, leading others, organizing, communicating, manipulating and mediating conflicts
• Learns best by: sharing, comparing, relating, cooperating and interviewing
CHARACTERISTICS OF INTRAPERSONAL LEARNER
• Likes to: work alone and pursue own interests
• Is good at: understanding self, focusing inward on feelings/dreams, following instincts, achieving own goals and being original
• Learns best by: working alone, individualized projects, self-paced instruction and having own space
CHARACTERISTICS OF NATURALISTIC LEARNER
• Likes to: be outside, with animals, geography and weather, interact with the surroundings,
• Is good at: categorizing, organizing a living area, planning a trip, preservation and conservation
• Learns best by: studying natural phenomenon, in a natural setting, learning about how things work
So, if you like…..
Go out of the classroom with them
and be a bit different!
Motto:
• „TELL ME, AND I WILL FORGET,
• SHOW ME, AND I MIGHT
REMEMBER,• INVOLVE ME,
AND I WILL LEARN.”
PROJECT-BASED LEARNING
• What’s this? Involve students in real-life tasks and let them discover their own capabilities to get to a solution
• Why should we use this?An opportunity for students to work on
problems in the real worldAn opportunity for teachers to develop
certain abilities of studentsAn opportunity to make the „bad
excellent”
An opportunity to have fun
ADVANTAGES • Learner centred• Motivates students• Students are actively engaged in the task• Encourages cooperative learning• Requires the students to produce a product• Challenging• Gives control over students’ own learning• Develops multiple intelligence• Develops abilities: e.g. cooperation,
responsibility, self-control, self-assesment, solidarity
• Interdisciplinary: integrates several subjects• Chance of SUCCESS even for weaker learners!!
DISADVANTAGES
• Time consuming• Engergy consuming• Dominance of certain students• Students might lose interest
TEACHER’S ROLE
• helper• facilitator• motivator • coordinator• advisor
FORMING GROUPS
• Friends –the best• At random – risky• Teacher chooses
- risky
STEP BY STEP
1. Choose the topic2. Make a plan3. Schedue the time4. Monitor the progress5. Assess the outcome6. Evaluate the experience
THE TOPIC
• Any – but real-world• Poses a problem or situation• Meets the needs of learners with
various skills• Has a solution• Relevant for students
THE PLAN
• Involve students• Utilise curriculum• Integrate subjects• Know what resources/materials
are available
THE TIME SCHEDULE
• Give timeline• Give milestones• Be flexible but insist on
agreements
MONITORING
• Keep an eye on progress• Give responsibility• Total involvement• Provide guidance• Watch group dynamics
ASSESSMENT OF END PRODUCT
• Feedback on performance• Set standards• Evaluate progress• How to be more effective• Students’ self-assessment• Same marks/different marks?
EVALUATION OF PROJECT EXPERIENCE
• Important• Share feelings and experiences• Discuss what worked well• Discuss what to change• Share ideas that will lead to new
questions and new projects
What do my students say?
LET’S SEE SOME
•EXAMPLES
FOUNDING YOUR OWN COMPANY
Number: small groups of 3-4 students
Goal: to design• Name• Logo• Location• Product• Employees• Markets
• Turnover• Strong points• Weak points• Business
partners• Future plans• History• Your position
CORRESPONDANCE
Aim: to practise business letter-writing
how to write - enquiries - offers - orders - letters of complaint
THE SOCIETAL MARKETING CONCEPT AT IKEA
Goal:to see how the concept works in
real life Process:• Pre-studies to task• Compiling a
questionnaire• A visit to IKEA• Pairs accomplish
task• Pairs prepare
presentation • Evaluation• Feedback
Important: • collecting examples• students’ opinion –
likes or dislikes• Suggestions for
improvements
Shopping at IKEA
Topic: The buying processGoal: to examine - need recognition - info sources - evaluation of information
gathered - purchase decision - after- purchase situation
VISITING A SHOPPING CENTRE
Aim: see the differences between various retailers, shop arrangements and services
Process:• Choose a shopping centre• Brainstorm on what to
examine• Prepare a list of points• Compile the
questionnaire• Choose shops and pairs
• Field study• Analyse info• Prepare
presentation• Give presentation• Evaluate• Feedback
The MCDONALD’S STORY
Aim: to see how the biggest fast food shop works, what philosophy they have
Examine:• marketing
philosophy• Customer-
orientation• Target group• Service
• Price• Food choice and
quality• Shop interior• Environmentalism• Likes• Dislikes• Suggestions
Alkoss kéket
• EU studies• Interpretation at students’ level• Creativity• ICT • Competitiveness
Lili Campaign
DRAMA PROJECTS
COMENIUS SCHOOL PARTNERSHIPS
• Two years• Minimum 3 schools needed• A large number of students and
teachers can be involved• Interdisciplinary• Enhances language
comprehension• Improves communication• Develops all skills
THE RESULT IS ……………
THANK YOU
Kovács Zsuzsanna
Berzeviczy Gergely Közgazdasági és Két Tanítási Nyelvű Külkereskedelmi Szakközépiskola