How to make teaching developing and creative?

The only person who is educated is the one who has learned how to

learn and change.Victor Hugo 1

Through mastering the ways of mental

activities

Federal State educational standardsАМT technology

2

Result is “measured”

students’ experience in acquiring the

ways of gaining knowledge and developing skills

to turn the process of

learning into the process of acquiring the

ways of discovering knowledge

3

Through making students self-developing , self-

improvingby means of conscious and active acquisition of new

social experience

How to make teaching developing? Development is

• the act or process of growing or causing something to grow or become larger or more advanced

• the act or process of creating something over a period of time

4

Creativity is

“The process of having original ideas that have

values”.

How to make teaching creative?

Teach “finding a special look at ordinary things and everyday tasks”.

5

What to observe or assess when organizing a creative

learning process? o confidence, independence,

enjoyment o collaboration and

communicationo creativityo strategies and skillso knowledge and

understandingo reflection and evaluation

6

7

Teacher/TA2013

Date1 term

Date2 term

Date3 term

Date4 term

Name(s) Creative context

confidence, independence, enjoyment, e.g. developing pleasure and enjoyment engagement and focus empathy and emotional involvement self-motivation

collaboration and communication, e.g. works effectively in a team contributes to discussion, makes suggestions listens and responds to others perseveres, overcomes problems communicates and presents ideas

creativity, e.g. is imaginative and playful generates ideas, questions and makes connections risk-takes and experiments expresses own creative ideas using a range of artistic elements

8

Teacher/TA2013

Date1 term

Date2 term

Datу3 term

Date4 term

Name(s) Creative context

strategies and skills, e.g. identifies issues and explores options plans and develops a project demonstrates a growing range of artistic/creative skills uses appropriate subject specific skills with increasing control

knowledge and understanding, e.g. awareness of different forms, styles, artistic and cultural traditions, creative techniques uses subject specific knowledge and language with understanding

reflection and evaluation, e.g. responds to and comments on own and others’ work responds to artistic/creative experiences analyses and constructively criticizes work reviews and evaluates own progress

Team work assessment (5 points)

# NAME

activity creativity initiative toleranceLeader’sevaluation

self –reflection

Leader’sevaluation

self –reflection

Leader’sevaluation

self –reflection

Leader’sevaluation

self –reflection

12345 9

Students module AssessmentReflection, evaluation, commenting

on others’ work

What ‘ingredients’ make a good lesson?

o When teachers feel positive about us and what we can achieve

o Where we get a sense of achievemento Where we have funo Where we can talk our ideas througho Where we can feel safe to try things out

and get them wrongo Where we get a variety of things to doo Where we do most of the work – rather

than the teacher talking all the timeo When we know what we should be doing

and what for we are doing it10

“we should know what we are doing it for”Using learning objectives and outcomes

2. To explore the arguments for and against…exploring attitudes

1. To identify at least 2 strengths in our essay and to make up at least 2 improvements that need to be made. Personal growth, development, independence

3. To interpret the text using a table…acquiring new skills5. To identify time/tense of the verbs in complex

sentences acquiring

knowledge

4. Find out how sequence of tenses changes the meaningacquiring concept

11

Bloom’s Taxonomy “Thinking is driven by questions, not answers”. (Richard Paul. Foundation for Critical Thinking)

12

Higher Ordercomplex/abstract

Lower Ordersimple/concrete

____________

Create

Evaluate

Analyze

Apply

Understand

Remember

CreateEvaluateAnalyzeApplyUnderstandRemember

13

judgelabel

complete

examineimaginetranslate

designprioritizeillustrate

categorizepredictmatch

BLOOM’S TAXONOMY

14

Active methods of teaching Technology www.moi-universitet.ru

The Contentsrepresent an

ordered set of active teaching

methods

Principleso practical orientation, o play action, o the creative nature

of learning in a variety of interactive communication:

o the use of learners’ knowledge and experience,

o the team form of work,

o mental activity approach to learning,

o reflection and self-assessment,

o all senses involvement.

15

Структура технологии АМО

Фаза 1 «Начало образовательного мероприятия» 1 этап: инициация: приветствие/знакомство2 этап: целеполагание или погружение в тему3 этап: выяснение ожиданий и опасений (снятие страха и напряжения)Фаза 2 «Работа над темой»

1 этап: интерактивная лекция2 этап: проработка содержания темы обучающимисяФаза 3 «Завершение

образовательного мероприятия»1 этап: релаксация2 этап: рефлексия, подведение итогов 16

Technological structure of АМT

Stage1 «The Start» 1 step initiation:greeting/introducing2 step: immersion into the subject/setting goals3 step: defining students’ expectations/planning personal meaning and formation of a safe learning environmentStage2 «Working on the

topic»1 step: interactive lecture (explanation of the new material)2 step: contents study (group work)Stage 3 «Completion of the

educational activities»1 step: emotional discharge/relaxation2 step: summery (self-reflection, evaluation)

17

АМT technology structure

Stage1 «The start» 1 step. initiation:

greeting/introducing

АМT «life river»“Sweet name”

18

LET ME INTRODUCE MYSELF TO YOU!

I amDARING,CARING,CONSIDERATEtoday. Patient and helpful.

Daring plan, daring attempt

Considerate to smb

19

I’M … LOVING, SOFT, TENDER –AGE,(ВКУС-TENDER TASTE, TENDER COLOUR), DELICATE

(ХРУПКАЯ), DARING

20

АМT technology structure

Step2. immersion into the subject/setting goals

АМT “ Star ry sky” «3Qs»

«6Qs»

21

Remembering

Where is… What did… Who was… When did… How many… Locate it in the story… Point to the…

Understanding Tell me in your own words… What does it mean… Give me an example of… Describe what… Make a map of… What is the main idea of…

Applying What would happen to you if… Would you have done the same as… If you were there, would you… How would you solve the problem…

Analyzing What things would you have used… What other ways could… What things are similar/different What things couldn’t have happened in real life? What kind of person is… What caused _______ to act the way she/he did?

Evaluating Would you recommend this book? Why? Why not? Select the best…Why is it the best? What do you think will happen to… Why do you think that? Rank the events in order of importance. Which character would you most like to meet? Why? Was _______ good or bad? Why?

Creating Did you like the story? Why? What would it be like if… What would it be like to live… Design a… Pretend you are a… What would have happened if… Why/why not? Use your imagination to draw a picture of… Add a new item on your own… Tell/write a different ending… 22

MY GOALS

Setting goals

If I think I can I will23

How should I work at the lesson?

ADJECTIVE + LYProperly

Carefully

Quickly

Quietly

Slowly

Seriously

WELL

Badly

MuchHARD

24

АМT technology structure

3 step: defining students’ expectations/planning personal meaning and formation of a safe learning environmentАМT «I shouldn’t»AMT “Step by step”

25

What do I need to be to study well?I shouldn’t ….

RELAXING

Boring Intelligent

DARINGConfident

IMAGINATIVE

CreativeInitiative

Hard working

BE SHYBE AFRAID

BE SCAREDBE EMBARRASSED

KEEP SILENCEBE NOISY

26

АМT technology structure

Stage2 «Working on the theme »1 step: “INPUT”- interactive lecture (explanation of the new material)2 step: contents study (group work)

27

28

Input/ interactive lecturePre-reading

A harness

A helmet

A rope

Rock climbing

Abseiling

To put smth in a place so that no one can find or see steep To agree that smth is true, especially when toy are unhappy,

sorry or surprised about it hide

A slope that rises quickly and it is difficult to climb to put at ease The part of smth that is furthest from its center admit The middle part of the human body edge To put smth long and thin through a hole or space waist To make someone who is nervous feel more relaxed to thread

Uncle Alan, Anna, Isabelle- an instructor, Lamerton Adventure Park, a rocky hill, abseiling

АМT technology structure

Stage2 «Working on the theme »2 step: contents study (group work)

29

30

Level/ Initial reading questions Remembering How old did Anna turn to be?

Why was she disappointed when her Uncle Alan turned up at her birthday party?

What did he suggest doing? What was the present? What did Anna know about abseiling? What equipment did she use? Which way did she do abseiling?

Understanding Tell me in your own words what you should do when going abseiling.

What does it mean: “She put me completely at ease”. Find 6 facts describing Anna’s character. Describe Anna’s feeling. What is the main idea of the story?

31

Level/ Rereading questions Applying What would you do if you were invited to go abseiling?

Would you have done the same as Anna? If you were there, would you scream with fear? How would you solve the problem of coping with the fear? Find information about abseiling and write a short paragraph

describing abseiling activity. Analyzing What things would you have used to do abseiling?

In what way rock climbing and abseiling are similar /different?

What things could have happened? What kind of person is Anna? Uncle Alan? What caused Uncle Alan to give Anna such an unusual

present?

32

Level/ after reading work questions Evaluating Would you recommend reading the story? Why? Why not?

Select the best passage of the story. Why is it the best? What do you think will happen to Anna then? Why do you think that? Rank the events in order of importance. Which character would you most like to meet? Why? Was the present good or bad? Why? Did you like the story? Why?

Creating What would it be like if Anna failed to do the attempt? Pretend you are Anna, what would have happened to you? Would you have tried it? Why/why not? Tell/write a different ending.

Technological structure of АМT

Stage 3 «Completion of the educational activities»1 step: emotional discharge/relaxation2 step: summery (self-reflection, evaluation)

AMT “How/why”33

teaching for creativity tasks: TOP IDEARS

1. Expand2. Reduceу3. Reconstruct4. Match5. Transform6. Deduction7. Quiz8. Word partnerships 9. Reactions10. Character guessing 11. Make a time-line of events12. Cinquains 13. Talk about the text: “I was

reading this (story) the other day and it was really interesting. What it said was…..”

14. “Putting on” six de Bono’s thinking hats

1. Comment on the favorite passage

2. News reporter’s broadcast of the story

3. Make a jeopardy game about the story

4. Compare two characters5. Write a story for others to

guess6. Write a sequel to the story7. If you could be in this story,

decide which person you would be and tell why

8. Prepare a commercial to sell this book

9. Write the author telling him your opinion about the book and why

34

35

hats emotions

It was Anna’s birthday. Her uncle made her an unusual present. Anna got an exciting experience of a new sports activity.

It was unbelievable, scary and thrilling at the same time. How clever was her Uncle! That was really exciting to try abseiling for the first time.

It was risky and unwise. What if she failed to do it? The equipment might not be safe.

We should always think of something extraordinary for a present. Why not try rock climbing or parachuting next time? Face new obstacles and you’ll learn yourself.

Experiencing new activity develops children. To make children brave and independent they should learn the feeling of achievement. Never stop being proud of your children.

Isn’t it fantastic to experience achievement? How wonderful to overcome fear! What a terrific birthday!

Describe\Analyze\ Evaluate

36

«Don't limit a child to your own learning, for he

was born in another time”

Rabindranath Tagore 37