INTERNATIONAL PROJECT MEETING 7-15 February, 2013 Budapest, Hungary Durable Knowledge - Key to the...

TEACHER’S RIGHT METHOD – STUDENT’S RIGHT KNOWLEDGE

COMENIUS LIFELONG LEARNING PROGRAMME

INTERNATIONAL PROJECT MEETING 7-15 February, 2013

Budapest, Hungary

Durable Knowledge - Key to the Future

Changing family

- less stable relationships,

-high number of divorces

- lots of mosaic families

- children and adolescents:

get less care and attention

live in more stress

find it more difficult to acquire suitable interpersonal and conflict-solving skills

Economic crisis

-wider gap between the poor and the rich

- rising number of poor families

- labour market: shortage of jobs, though some areas would require more workers

- candidates for a job face high expectations and overapplication

Technological development

- especially in IT and telecommunication: hard to keep up

- ‘information society’: Internet, social networking, abundance of data on any subject

new skills needed to process information

EDUCATION: new challenges

1. support and attention that the child might not get at home

2. durable knowledge that enables young people to build careers

3. skills development to understand and use information to achieve their purposes and find their way in the world

CHANGING SOCIETY: NEW DEMANDS

THE NATIONAL CORE CURRICULUM OF HUNGARY

its main goal is to develop key competences areas:

- communication in the mother tongue- communication in foreign languages- mathematical competences- competences in natural science- digital competence- learning to learn- social and civil competences- sense of initiative and entrepreneurship- aesthetic and artistic awareness and

expression

MEASUREMENT OF SKILLS AND COMPETENCES

OECD / PISA: internationally standardized assessment of reading, mathematic and scientific literacy

similar in Hungary: National Competence Measurement - two areas: reading comprehension and mathematic

abilities - in 6th, 8th and 10th grades - follow-up of each partaking student is possible as well as

comparison of results among schools throughout the country

nevertheless, skills and competences are best measured in real-life situations, which are much more complicated than some reading and maths tests

CRITICAL SKILLS STUDENTS NEED

Skills of interaction communication skills (verbal

as well as non-verbal) capability of teamwork leadership skills interpersonal skills (managing

relationships and emotions)

Cognitive skills logic, reasoning skills mathematical skills analytical skills evaluation skills integration skills

Skills connected to personal growth and developmentself-assessmentgoal-settingorganizational skills and time-managementstudy skills: best strategies for his / her learner type

Problem-solving skillsability to apply the right knowledge to come up with solutionsability to evaluate the accuracy and relevancy of informationcreative, innovative skills

SKILLS DEVELOPMENT THROUGH VARIOUS TEACHING METHODS

1 teacher’s lecture, explanation

2 student’s presentation3 discussing the topic

together4 arguing about the topic

with the teacher’s help5 individual practice6 pair work, group work7 watching a film about the

topic8 demonstration,

experiment9 games, role play10 study trip

Interaction skills:2,3,4,6,9,10

Cognitive skills: 1,2,3,4,5,6,7,8,9

Problem-solving skills: 2,3,4,5,6,8,9,10

Personal growth: 2,5,6,10

WHAT FACTORS INFLUENCE THE EFFECTIVENESS OF A TEACHING METHOD?

although skills development is possible through several methods, there are a number of factors that affect the teaching process:

motivation (both student’s and teacher’s) physical and mental well-being the teacher’s personality and personal

teaching style the student’s personality and learning

preferences external influences (e.g. noise, weather etc.)

OUR SURVEY

Student questionnaire

to find out: - what teacher personality

our students prefer - what teaching methods

they come across the most often

- what teaching methods they find effective

- which subjects they find the most useful

- what learner types they are

Teacher questionnaire

to find out: - what teaching methods

our staff uses the most often

- what teaching methods they find the most effective

- if they can make use of the feedback given by the National Competence Measurement

STUDENT QUESTIONNAIRE

RESULTS 1: THE TEACHER’S PERSONALITY

students apparently prefer a teacher who is: 1) calm 2) has great knowledge 3) accurate 4) fair 5) respectable 6) consistent that is, the teacher should serve as a role model adolescents require clear rules and limits as well as

predictability and justice

further preferences: 7) the teacher talks about him- / herself 8) he / she makes friends with the students there is a need for the teacher to ‘substitute’ for close

interpersonal relationships that might not work well in the family

the basis of successful teacher–student co-operation, and thus of effective learning, is a balanced personal relationship between them

RESULTS 2: TEACHING METHODS the most often used teaching methods according to

students:

18,1 %

10,7 %

17,4 %

4,4 %

15,9 %

17,8 %

9,2 %

1,8 %1,1 %1,1 %

teacher's lecture,explanationstudent'spresentationdiscussion together

arguing

individual practice

pairwork, groupwork

film

study trip

demonstration,experimentgames, role play

the preferred teaching methods, which students would find the most effective

14 %

6,3 %

14 %

4 %

11,4 %

15,5 %

8,5 %

7,4 %

10 %3,7 %

teacher's lecture,explanations tudent'spres entationdis cus s ion together

arguing

individual practice

pairwork, groupwork

film

s tudy trip

demons tration,experimentgames , role play

the most often used teaching methods are definitely the teacher’s lecture or explanation, pair work / group work, discussing the topic together and practicing individually

students have no objections to these methods

BUT! there is an outstanding need for more demonstration and experimenting

students would also like to go on more study trips

methods involving more activity and

eventfulness are preferred one student wrote: there are no ‘good’ and

‘bad’ methods, they should be varied instead

RESULTS 3: THE MOST USEFUL SUBJECTS

31

29

20

60

22

28

15

13

25Hungarian literature and grammar

mathematics

his tory

foreign languages

economic s tudies

computer science

phys ical education

marketing

other

RESULTS 4: LEARNING STYLES individual learning styles influence one’s effectiveness in studying

TYPE MEANING PREFERABLE TEACHING METHODS

visual learning by seeing teacher’s lecture, explanation (with blackboard!)student’s presentationindividual practice (e.g. worksheet)pair work, group workfilmdemonstration, experimentstudy trip

auditory learning by hearing teacher’s lecture, explanationstudent’s presentationdiscussing the topic togetherarguing about the topicpairwork, groupworkfilm

kinesthetic learning by moving pair work, group workdemonstration, experiment (if the student can do it him-/herself!)study tripgames, role play

LEARNING TYPES IN THE SURVEY

there are of course few ‘pure’ types, most of us are mixed kinesthetic types are not rare at all the preference of teaching methods show us that there is a

need for more activities that help kinesthetic types in learning

0 %

5 %

10 %

15 %

20 %

25 %

3.6 %

7.3 %

12.7 %14.5 %

18.2 %20 %

23.6 %

TEACHING METHODS

TWO TYPES OF CLASSROOMS

Learner-centred classroom

Curriculum-centred classroom

LEARNER-CENTRED CLASSROOM

classrooms focus primarily on individual students' learning

the teacher's role is to facilitate growth by utilizing the interests and unique needs of students

student-centred classrooms are by no means characterized by the lack of discipline

these classrooms are goal-based success is judged by the achievement of predetermined,

developmentally-oriented objectives variety and students’ experience are important in essence, everyone can earn an A by mastering the

material

CURRICULUM-CENTRED CLASSROOM

classrooms focus essentially on teaching the curriculum

the teacher determines what ought to be taught, when and how

these classes often require strict discipline children's interests are considered only after

content requirements are met assessment: students are compared with one

another success is judged in comparison with how well

others do

TEACHER QUESTIONNAIRE

THE MOST OFTEN USED TEACHING METHODS

THE MOST BENEFICIAL TEACHING METHODS

THE DISTRIBUTION OF TEACHING METHODS

COMPARISON OF THE STUDENTS’ AND TEACHERS’ ANSWERS

percentages show a crucial difference: the occurrence of frontal teaching is only 18.1% according to students, while in the teachers’ opinion it is 39%

the other three most useful and most requested methods are the same among students and teachers:

discussing a topic together pair work, group work individual work this might be because we are used to them, but

there is also a possibility that we like them

THE USEFULNESS OF THE NATIONAL COMPETENCE MEASUREMENT

teachers can get feedback on the distribution of reading and mathematical abilities within a class

classes can be compared within the school schools can be compared throughout the

country however, since teachers cannot access

individual results, these cannot be used for personal development

its usefulness was rated 3.5 on a five-ranked scale

Conclusions

to sum it up, teaching methods do depend on students and on their skills, but they are also in close relationship with the teacher’s personality

there is no good advice for each group or class

there are students with high and low motivation

The National Core Curriculum needs to be followed

what we can claim, though, is that the diversity of methods is essential

the threefold goal of education is to provide support, knowledge and to develop skills

THANK YOU VERY MUCH FOR YOUR ATTENTION!

Sources: http://www.nefmi.gov.hu/english/hung

arian-national-core - The National Core Curriculum

http://www.oecd.org/edu/preschoolandschool/programmeforinternationalstudentassessmentpisa/33693997.pdf - Measuring Student Knowledge and Skills

http://www.oktatas.hu/kozneveles/meresek/kompetenciameres/jogszabalyok - Országos Kompetenciamérés (‘National Competence Measurement’)

http://jfmueller.faculty.noctrl.edu/toolbox/chapter2.pdf - The Critical Skills Students Need

http://www.zmne.hu/akadalymentesitett_honlap/hallgatoknak_elemei/ki_a_jo_tanar_poroszlai.html - A jó tanár (‘The Good Teacher’)

Tanulási stílusok (‘Learning styles’) – home essay by Zsuzsanna Benkő, 2006

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc3learn.htm - Learner-centred and curriculum-centred teaching

Composed by: Benkő Zsuzsanna Nemes Judit

Dancsó Dorottya Dolezsál Bianka Fekete-Paris Eszter Joó Szilvia Nick Barbara Orosz Viktóra Tóth Mónika Zámborszky Zsófia