Innovative teaching methods Comenius meeting, Helsinki 2014 Jana Lněničková OAVIN, Prague, Czech Republic

Fields of education: a)Tourism b)Economy and business in EU c)Economic lyceum Introduction: our school

 One class  Different curriculum (chemistry, biology, physics…)  The 2 nd and the 3 rd year: PROJECTS Economic lyceum

How the projects work 2 nd year  Choose one project  Work in pairs  Language: Czech  Grade: part of the subject 3 rd year  Choose one project  Only one person for each project  Language: depends on the theme  Grade: individual mark on the school report

How it should look 1. Written work  Minimum 15 standard pages  Contains: topic, introduction, solution of procedure, solving professional problems, results, conclusion, resources, appendix  Also electronic form 2. Presentation  minutes  Presenting the project  Defending opinions  Answering questions from the board

 Cooperation with another student and teacher  Learning how to search and work with information  Learning to prepare PowerPoint presentation  Learning to present a project  Learning to defend it Benefits for students

Introduction Most adults think, that teenagers are crazy, irresponsible and their behavior is exaggerated. Perhaps because teenagers act like they act. And maybe because you act like you act. Teenagers often don’t even know why they are sad, why they cry or why they explode with laughter. Teenagers want to try new things (mostly prohibited things – because how we all know- forbidden fruit tastes best). Teenagers want to risk, they feel like rebels, they feel freely, they want to feel grown up. To what extent are they able to take the risk? Why they take risk? Do they break the rules? Do they test what happens then? We will try to answer these and many other questions. Writen project: example

Questionnaire: examples

Results of the questionnaire

Presentation: example

Thank you for your attention