Reflection: May 2019

The survey results about reflection of the participations, developments and the fulfilment of expectations of the C2 project exchange

https://drive.google.com/open?id=1zYFyoNC44O1kBcVfb6Y6anc3UYAL_ZIc

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.

The Prezi of the topic

The link to the presentation

https://prezi.com/p/xjb6n_sphtor/reflective-teachinglearning-strategies-in-the-science-classroom/

https://drive.google.com/open?id=1stOWRkof-h2mhztj5-s_mGUyZv3ZWsMD

“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.