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POLISH TEACHING METHODS XXIII Secondary School in Lublin

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POLISH TEACHING METHODS. XXIII Secondary School in Lublin. Methodology is the way(s) in which teachers share information with students. The information itself is known as the content ; how that content is shared in a classroom is dependent on the teaching methods. - PowerPoint PPT Presentation

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Page 1: POLISH TEACHING METHODS

POLISH TEACHING METHODS

XXIII Secondary School in Lublin

Page 2: POLISH TEACHING METHODS

Methodology is the way(s) in which teachers share information with students. The information itself is known as the content; how that content is shared in a classroom is dependent on the teaching

methods.

Knowledge is the basic information of a subject; the facts and data of a topic Synthesis is the combination of knowledge elements that form a new whole Performance refers to the ability to effectively use new information in a productive manner

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MAIN METHODS OF TEACHING

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1. GIVING INFORMATION

1. 1. Direct instructionsStoryDescriptionTalk

1. 2. Reading information

1. 3. Lecture

1. 5. Audio-visual presentation

1. 4. Explanation

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2. 7. Questioning

2. 5. Research

2. 1. Small group discussion

2. SOLVING PROBLEMS

2. 3. Brainstorming

2. 4. Experimenting

2. 2. Simulations

2. 6. Collaborating

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3. PERFORMING

3. 1. Array

3. 4. Graphic organizers

3. 2. Drama

3. 5. Role - playing

3. 3. Demonstration

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4. 4. Interviewing

4. PRACTICAL METHODS

4. 1. Observation

4. 2. Laboratory demonstrations

4. 3. Field trips

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1. GIVING INFORMATION1. 1. DIRECT INSTRUCTION is used to describe a lesson

where the teacher has control.

In a direct instruction lesson: the teacher usually spends some

time lecturing; then the teacher guides the students

through a complex problem, with the

problem broken down into simple steps; then the students are given, one by

one, the simple steps to carry out on

their own; finally, the students are given one or

many sample problems to accomplish

on their own.

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1. GIVING INFORMATION1. 2. READING INFORMATION

with this method: you assign material from the

textbook to students to read independently.

you may also choose to have your students read other supplemental materials in addition to the textbook.

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1. GIVING INFORMATION2. 3. AN EXPLANATION is a set of statements constructed to describe a set of facts which clarifies the causes, context, and consequences of those facts.

May establish: rules or laws, and may clarify the existing ones

in relation to any objects, or phenomena

examined; the components can be implicit, and be

interwoven with one another; is often underpinned by an understanding that

is represented by different media such as music,

text, and graphics. Thus, an explanation

is subjected to interpretation, and discussion; in scientific research, it is one of the purposes

of research, e.g., exploration and description; is a way to uncover new knowledge, and to

report relationships among different aspects of

studied phenomena.

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1. GIVING INFORMATION1. 4. LECTURE is an arrangement in which teachers share

information directly with students

Good lectures must be built on three

basic principles:

1. Knowing and responding to the

background knowledge of the learner

is necessary for an effective lecture.

2. Having a clear understanding of the

material is valuable in being able to

explain it to others.

3. The physical design of the room and

the placement of students impact the

effectiveness of a lecture.

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1. GIVING INFORMATION

1. 5. AUDIO-VISUAL PRESENTATION in this format, you rely exclusively on the use of :

slides, movies, filmstrips, PowerPoint slides, photographs, illustrations, videos, or overhead transparencies.

in contrast to a lecture, most of the information is presented visually, rather than orally.

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2. SOLVING PROBLEMS2. 1. SMALL GROUP DISCUSSIONS - group is assigned a specific task to accomplish.

The group works together, and members are responsible for each other. Discussions are a useful strategy for stimulating thought as well as providing students with opportunities to defend their position(s).

Teacher role in these discussions is that of a moderator. You can pose an initial question, supplemental questions, or review questions for a group to consider at the end of a discussion.

It's important that you not take an active role in the discussions, but rather serve as a facilitator.

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2. SOLVING PROBLEMS2. 2. SIMULATIONS are activities in which students are given real-

life problem situations and asked to work through those situations as though they were actually a part of them.

Every simulation has five basic characteristics:

1. They are abstractions of real-life situations. They provide opportunities for you to bring the outside world into the classroom.

2. The emphasis is on decision-making. Students have opportunities to make decisions and follow through on those decisions.

3. Students have roles that parallel those in real life (mother, father, child).

4. The rules are simple, uncomplicated, and few in number.5. A simulation has two or more rounds-opportunities to make

decisions more than once.

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2. SOLVING PROBLEMS2. 3. BRAINSTORMING can be a valuable

instructional tool which you can incorporate into almost any lesson. It is the generation of lots of ideas (without regard for quality) about a single topic. This method is particularly appropriate at the start of a lesson to tap into the background knowledge students may or may not have about a topic.

Effective brainstorming is governed by four basic

rules:1. Generate as many ideas as

possible - the more the better.

2. There is no evaluation of any single idea or group of ideas.

3. There is no criticism about whether an idea is good or bad. Zany, wild, and crazy ideas are encouraged and solicited.

4. Individuals are free to build upon the ideas of others.

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2. SOLVING PROBLEMS2. 4. EXPERIMENTING - ideas are proved or disproved, and

predictions confirmed or denied.

Experimentation involves: manipulating data and assessing the results to discover some scientific principle or truth. students need to understand that they conduct experiments every day, from watching ice cream melt to deciding on what clothes to wear outside based on the temperature in the classroom, they need additional opportunities to try out their

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2. 5. RESEARCH - search for knowledge or any systematic investigation to establish facts. Generally, research is understood to follow a certain structural process.

2. SOLVING PROBLEMS

The following steps are usually part of most formal research, both basic

and applied: Formation of the topic Hypothesis Conceptual definitions Operational definition Gathering of data Analysis of data Test, revising of hypothesis Conclusion, iteration if necessary

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2. SOLVING PROBLEMS

2. 6. COLLABORATING - students' working in groups is another way a teacher can enforce a lesson plan. Allows students to talk among each other and listen to all view points of discussion or assignment. It helps students think in an unbiased way. When this lesson plan is carried out, the teacher may be trying to assess the lesson of working as a team, leadership skills, or presenting with roles.

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2. SOLVING PROBLEMS

TESTING is another method of questioning. A teacher tests the student on what was previously taught in order to identify if a student has learned the material. Standardized testing is in about every Middle School and High School, proficiency Test, College entrance Tests. Before that we have to teach how to make questioner. If the questioner is perfect then this method will be effective.

2. 7. QUESTIONING includes questioning is similar to testing. A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught.

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3. PERFORMING3. 1. DEMONSTRATION in this format, students witness a

real or simulated activity in which you use materials from the

real world. These materials may include artifacts and objects

used by individuals in a specific line of work; for example,

microscopes (biologists), barometer (meteorologists), transit

(surveyors), or word processing program (writers).

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3. 2. DRAMA as part of the teacher education means acquiring specialised skills in various types of dramatic fiction and theatre. In the programme of drama, students will develop skills and insight into how the theatre arts and play may be combined in drama pedagogy. In this study programme, therefore, emphasis is placed on the artistic-pedagogic use of the forms of expression of both the theatre and play.

3. PERFORMING

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3. 3. AN ARRAY is a systematic arrangement of objects,

usually in rows and columns. Specifically, it may refer to

several things.

Generally, a collection of data items that can be

selected by indices computed at run-time, including:

ARRAY DATA STRUCTURE, an arrangement of

items at equally spaced addresses in computer memory

ARRAY DATA TYPE, used in a programming

language to specify a variable that can be indexed

ASSOCIATIVE ARRAY, an abstract data structure

model that generalizes arrays to arbitrary indices

3. PERFORMING

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3. PERFORMING

MOST IMPORTANT:

they help students understand the connections between their

background knowledge and the knowledge they're learning in class.

is a pictorial representation of the relationships that exist between

ideas. It shows how ideas are connected and how ideas are related to

each other.

it is the basis for all forms of comprehension. By definition,

comprehension is an understanding of how ideas or concepts are

assembled into groups.

3. 4. GRAPHIC ORGANIZERS assist students in categorizing information.

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3. PERFORMING3. 5. ROLE-PLAYS are typically short, lasting for a maximum of 15

minutes.

THE BEST ONES ARE THOSE IN WHICH:

two or more students engage in a dialogue about a specific event or

circumstance.

takes on the role of a specific individual (a historical person, for

example) and acts out the actions of that person as though he were

actually that person.

The intent is to develop a feeling for and an appreciation of the

thoughts and actions of an individual.

Keep the directions you provide to a minimum;

this is a wonderful opportunity for students to capitalize on their

creativity.

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4. PRACTICAL METHODS

4. 1. OBSERVATION

This format allows students to watch an

event or occurrence take place

firsthand. The only drawback is that

sometimes unexpected and unplanned

events happen over which you may

have little control.

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4. PRACTICAL METHODS

With field trips, you are able to take

your students out of the classroom

and into a new learning environment.

This learning environment usually

lasts for several hours or an entire

school day.

4. 2. FIELD TRIPS

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4. PRACTICAL METHODS4. 3. LABOLATORY DEMONSTRATION - is a facility that provides

controlled conditions in which scientific research, experiments, and measurement may be performed. An experiment or test can be carried out by using the scientific method.

THE STEPS ARE: 1. Make an observation, 2. Ask a question, form a hypothesis, 3. Test the hypothesis, 4. Analyze the results, 5. Draw a conclusion, 6. Communicate results.

The reason a hypothesis is tested is so that it can be confirmed, denied, or refined, with the knowledge currently available.

To demonstrate a cause and effect hypothesis, an experiment must often show that, for example, a phenomenon occurs after a certain treatment is given to a subject, and that the phenomenon does not occur in the absence of the treatment.

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4. PRACTICAL METHODS

4. 4. INTERVIEWING

This format may include the personal

interview, in which one person talks

with another person. It may also

involve the group interview, in which

several people talk with a single

individual.

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These teaching methods are not allowed in Poland

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References

F. Bereźnicki. 2001. Dydaktyka kształcenia ogólnego. Oficyna Wydawnicza „Impuls”, Kraków.http://www.teachervision.http://www.fotosearch.com.http://www.clipproject.info.All fotos in the presentation taken by M. Wrona, J. Piontek, W. Bicz

The presentation made by: Anna Rysiak, Małgorzata Fornal, Małgorzata Misiura

THANK YOU FOR YOUR ATTENTION