Friday 18 February 2022
Friday 27 September 2019
The survey results presentation for C3
“Reflective
Teaching/Learning Strategies which potentially influence ICT and Maths classroom
motivation”
Video interview for C3
Video about reflective practice in teaching/learning ICT and Maths lessons
- Do you like working in teams in your ICT and
Math classes and why?
- I like it. It isn’t always as easy as it
seems to be since people aren’t always eager to collaborate but once they overcome it, a lot of
benefits appear, such as social skills development and discipline.
- What methods encourage you to participate in
classroom activities?
- One of them is Flipped classroom, where
teams of students need to present their topic in front of the class and work in
teams after, solving math problems or any other given task.
- What are the most valuable aspects of
Flipped classroom for you?
- First of all, it makes students collaborate,
what definitely brings them useful skills for the future. It is also worth mentioning as an
excellent self-education opportunity. Students work hard on finding suitable
information across the internet and discuss the information they found with
their teacher and other students. This, in my opinion, allows them to learn
something new effectively rather than just simply listen to the teacher’s
explanations. This also encourages
students to do their homework! Typically, no one really wants to disappoint their
team so students try their best to be active and not to give up on their colleagues.
It is also worth mentioning that such classes help learners to bridge the gap
between theory and practice, since students not only search for formulas online, but also find their use
in real world, like we did in our Math class by presenting some examples on how
architects use function graphs in their structures or how engineers visualize
data.
- Do you always get enough time for reflection
in the classroom?
- I wouldn’t say so. Reflection is usually
done very quickly.
- Why do you think it is important?
- Self-reflection on the progress is, I think,
one of the most important parts in education. If a person understands his/her weaknesses
in particular topic, it helps them to make clear what aspects need to be
improved or learned. Such student bridges this gap and goes on studying new
things more effectively.
- What motivates you to study?
- Majorly my thoughts about the future.
Currently I am in my last year and with university ahead it is crucial to realize your
goals, strengths and weaknesses.
Monday 9 September 2019
Wednesday 15 May 2019
The Poster for C2
Motivational
Strategies, a poster presentation
Teaching Strategies (high tech and teacher centred): Reflective teaching can be achieved through the use of some new, high tech and efficient methodological approaches as dynamic, CLIL, flipped lessons, experiential, cooperative and metacognition learning and strategies as self-analyses, digital storytelling, journal or blog writing for engaging learners in reflective practice. Learning Strategies (high tech and student centred):Reflective Learning is a process where students think over their learning practices, analysing how the subjects can be learnt and how the practice might be improved or changed for better learning process. It is a personal tool that students can use to observe and evaluate the way they behave in their classroom. It can be achieved through some new, high tech learning practices and strategies as: personalized ,game-based, experiential, inquiry-based ,expeditionary and kinaesthetic learning, differentiated instructions.
Teaching Strategies (high tech and teacher centred): Reflective teaching can be achieved through the use of some new, high tech and efficient methodological approaches as dynamic, CLIL, flipped lessons, experiential, cooperative and metacognition learning and strategies as self-analyses, digital storytelling, journal or blog writing for engaging learners in reflective practice. Learning Strategies (high tech and student centred):Reflective Learning is a process where students think over their learning practices, analysing how the subjects can be learnt and how the practice might be improved or changed for better learning process. It is a personal tool that students can use to observe and evaluate the way they behave in their classroom. It can be achieved through some new, high tech learning practices and strategies as: personalized ,game-based, experiential, inquiry-based ,expeditionary and kinaesthetic learning, differentiated instructions.
The Prezi of the topic
 |
| The link to the presentation
https://prezi.com/p/xjb6n_sphtor/reflective-teachinglearning-strategies-in-the-science-classroom/
|
“Reflective
Teaching/Learning Strategies which potentially influence Science classroom
motivation”
(Introduction) The purpose of this
report is to present the results of the interviews and survey carried out among
the teachers and students of Vasily Kachialov gymnasium into application of the
4 methodologies in teaching/learning process of Science and Mathematics.
(Methodology)
The teachers and students were asked
some questions about the typology and informative aspects of the Reflective
lessons.
1. Just
under a half (48%) of the interviewers use active methods in teaching/learning
process. 2. Well over three quarters (81%) of respondents evaluate their teaching/learning
the Science subject through formal and informal methods, peer and self-assessment.
3. Around a quarter (23%) of teachers and students use IT tools (apps,
programmes and etc.) at the lessons. 4. There were a variety of variants
mentioned by the teachers and students for improving or changing the
teaching/learning process for better outcomes, including the introduction of the
high tech, inquiry and game-based teaching/learning practices as well as
sharing the gained experience.
(Analysis) Moving to the survey,
the main question was about the most effective methods of teaching/learning
Science, we want to point out that 33% of teachers consider CLIL and Flipped
lessons as the most effective, just under a half (48%) of students think it is
Experiential learning. Half of the teachers (50%) think that the flipped
classroom enhances the collaboration among students and allows them to explore
the subject in a deeper manner. 75% of the Science teachers mentioned that CLIL
increases students motivation to learn Science. Just under a half (48%) of the
teachers think that experiential learning and the debate lessons encourage
students to be more engaged in the learning process and develop students’
critical thinking. In conclusion, it seems that 100% of teachers feel more
motivated to teach Science and Mathematics when using the methodologies.
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