1. TEACHING METHODS IN SCIENCES HUNGARY

2. 2 MAIN TEACHING STYLES Direct instruction Inquiry-based learning Cooperative learning MOTIVATION CLASSROOM MANAGEMENT Frontal work Pair work Group work Individual work TOOLS COMPETENCES, SKILLS TO BE DEVELOPPED MAIN PRINCIPALS AND GOALS

3. Active student participation during the lessons Diversity of methods used, Teaching with Variety (Directive and non directive techniques / Teacher- centered and Student-centered approaches) New material must be based on previous knowledge Practical knowledge and skills, Teach life Development of competences Diversity of tools used to raise interest Teaching about nature in nature Active student participation during the lessons Diversity of methods used, Teaching with Variety (Directive and non directive techniques / Teacher- centered and Student-centered approaches) New material must be based on previous knowledge Practical knowledge and skills, Teach life Development of competences Diversity of tools used to raise interest Teaching about nature in nature

4. Frontal work Pair work Group work – task oriented groups, jigsaw method Individual work Workshops, workstations

5. Reading comprehension Scientific vocabulary Ability to understand and make simple diagrams, flowcharts and tables Problem-solving Discover causality Critical thinking Reading comprehension Scientific vocabulary Ability to understand and make simple diagrams, flowcharts and tables Problem-solving Discover causality Critical thinking

6. Books, workbooks, exercise books, worksheets Pictures, flashcards, maps, globes Tables, flowcharts, diagrams Laboratory equipment Realia (stones, minerals, skeletons, …) Models Smart boards Audio-visuals (short films, animated experiments, interactive CDs )

7. It plays crucial role in student learning Directs behaviour toward particular goals Lead to increased effort and energy and improved performance Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates. Positive reinforcement Teach with variety (tools and methods) Cooperative techniques (peer teaching) Games

8. The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement. Teaching theories primarily fall into two categories or “approaches” — teacher-centered and student-centered TEACHER – CENTERED METHOD: Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.

9. STUDENT – CENTERED METHOD: While teachers are an authority figure in this model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessment are connected; student learning is continuously measured during teacher instruction. Creating and maintaining a balance between your teaching preferences and your students’ learning preferences. Usually mixed approaches are applied

10. Direct instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations. Direct instruction is the primary teaching strategy under the teacher-centered approach, in that teachers and professors are the sole supplier of knowledge and information. Direct instruction, Lecture – demonstration by teacher with visuals, laboratory experiments Explanation Description Homework Direct instruction is effective in teaching basic and fundamental skills across all content areas. Direct instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations. Direct instruction is the primary teaching strategy under the teacher-centered approach, in that teachers and professors are the sole supplier of knowledge and information. Direct instruction, Lecture – demonstration by teacher with visuals, laboratory experiments Explanation Description Homework Direct instruction is effective in teaching basic and fundamental skills across all content areas.

11. A lecture is an oral presentation intended to present information or teach people about a particular subject. Lectures are much criticised as a teaching method, Critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation. Therefore, lecturing is often contrasted to active learning. Although they can be made more stimulating by using visuals or experiments, children in primary school may not be able to concentrate that long. Shorter version of lectures along with visuals and experiments may be applied. A lecture is an oral presentation intended to present information or teach people about a particular subject. Lectures are much criticised as a teaching method, Critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation. Therefore, lecturing is often contrasted to active learning. Although they can be made more stimulating by using visuals or experiments, children in primary school may not be able to concentrate that long. Shorter version of lectures along with visuals and experiments may be applied.

12. Teacher explains to reveal causality, general rules or to describe a process A set of facts which clarifies the causes, context, and consequences of those facts Explanation is a way to uncover new knowledge, and to report relationships among different aspects of the studied phenomena Explanation attempts to answer the "why" question. Applied frequently in teaching Sciences Teacher explains to reveal causality, general rules or to describe a process A set of facts which clarifies the causes, context, and consequences of those facts Explanation is a way to uncover new knowledge, and to report relationships among different aspects of the studied phenomena Explanation attempts to answer the "why" question. Applied frequently in teaching Sciences

13. Description is a representation of different phenomena and events. The act of description may be related to that of definition. Used frequently in teaching Sciences Description is a representation of different phenomena and events. The act of description may be related to that of definition. Used frequently in teaching Sciences

14. refers to tasks assigned to students by their teachers to be completed outside the class Its goal is to practice and deepen the knowledge gained from the lesson Usually tasks in the book, workbook or exercise book Teachers always give students such homework

15. Inquiry-based learning is a teaching method that focuses on student investigation and hands-on learning. In this method, the teacher’s primary role is that of a facilitator, providing guidance and support for students through the learning process. Inquiry-based learning falls under the student-centered approach, in that students play an active and participatory role in their own learning process. Oral questions by teacher answered orally by students Class discussion conducted by teacher

16. Questions must be brief and clear Appropriate to students’ age and knowledge Invite the class to learn Develop critical thinking Get attention - intellectually and emotionally Lead students through the teaching materials – exploring the topic themselves Questions must be brief and clear Appropriate to students’ age and knowledge Invite the class to learn Develop critical thinking Get attention - intellectually and emotionally Lead students through the teaching materials – exploring the topic themselves

17. One element of conversation is discussion: sharing opinions on subjects that are thought of during the conversation. Teacher conducts discussion by questions and aspects Develops critical thinking The development of conversational skills is an important part of socialization.

18. Cooperative Learning refers to a method of teaching and classroom management that emphasizes group work and a strong sense of community. This model fosters students’ academic and social growth and includes teaching techniques such as reciprocal or peer teaching. Cooperative learning falls under the student-centered approach because learners are placed in responsibility of their learning and development. This method focuses on the belief that students learn best when working with and learning from their peers. Student reports, presentations Small groups such as task oriented Jigsaw method Field trips Games and activities Class projects, individual projects Case studies Debate Workshops, work stations

19. Differentiation Individual differences taken into consideration Flexible content and timeframes Development of skills and competences Social competence, communicative skills Problem-solving, creativity Motivation–by cooperative techniques and project- methods Differentiation Individual differences taken into consideration Flexible content and timeframes Development of skills and competences Social competence, communicative skills Problem-solving, creativity Motivation–by cooperative techniques and project- methods

20. Differentiation on the basis of interest, skills, intelligence, previous knowledge, cultural background and interest Group work – autonomy and division of labour Cognitive schemes of peers are closer to each other Knowledge and skills obtained at school applied in every-day situations. Differentiation on the basis of interest, skills, intelligence, previous knowledge, cultural background and interest Group work – autonomy and division of labour Cognitive schemes of peers are closer to each other Knowledge and skills obtained at school applied in every-day situations.

21. Students speak more than teacher No interview type interaction (no questions and answers, but informal discussion) Interaction initiated by students No presupposed answers Peer assessment Students speak more than teacher No interview type interaction (no questions and answers, but informal discussion) Interaction initiated by students No presupposed answers Peer assessment

22. Collecting ideas Setting targets Choose a topic Project plan Project implementation Documentation Assessment Collecting ideas Setting targets Choose a topic Project plan Project implementation Documentation Assessment

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