Class Reflection. Noticed by Ülle. Comment Oct. 17, 2014

In the seminar several teaching methods were explained by participants. The following technics had been presented as useful tips for everyday work:

-          Online:

a.       drive.google.com (needs gmail.com access): slides, questionnaire

b.      doodle.com: questionnaire,

c.       padlet.com: brainstorm

d.      penultimate handwriting app: visuals https://evernote.com/penultimate/guide/ios/

It is in the interests of both lecturers and students  to learn how to use  online programs and keep searching for possible new ones to diversify and therefore enhance the learning process. Compared to alternative sources, it is convenient to use the documents in the internet for learning situation.

-          Text slides:

to organise text so that the learner would not be distracted and could focus on the task: highlight, underline, white color to hide text, duplicate slide

-          Slides with visuals:

pictures with keywords, photos and drawings on one slide, drawing on white slide, correcting on screen

-          A “speed dating” model to enhance student earning in the classroom in place?? of a panel. An active learning approach. See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/using-speed-dating-model-enhance-learning/

Video http://www.educationscotland.gov.uk/video/s/video_tcm4649561.asp

-          A team-based learning method: individual homework (reading materials) –individual test in class – discussion and scratching to check the answers in teams in class – team result on whiteboard

During our task about teaching the participants got a learning experience in the “inverted classroom” situation (also called backwards classroom or reverse teaching). See more at: http://ii.library.jhu.edu/tag/inverted-classroom/

The lecturer begins with dialog and raises the question. The next step is individual work: The students study (read) the materials to find out possible answers. A discussion (or matching of terms or definitions etc.) in pairs follows. The lecturer creates supportive learning environment, consulting students during their work. The results will be presented frontally by the students. The lecturer add their final explanation. So the students find out the information and form knowledge via experience. The lecturer guides, consults and shares materials.