INOVATION

I am a supporter of the project teaching:

http://kreativnostnadar.blogspot.rs/p/blog-page_2.html

http://kreativnostnadar.blogspot.rs/p/blog-page_28.html

http://kreativnostnadar.blogspot.rs/p/blog-page_11.html

I teach classes outside the classroom (antique houses, forests, by the river, in the school yard, a wool processing and a wax shop, a car mechanic and a metal workshop).

http://kreativnostnadar.blogspot.rs/2017/08/blog-post.html

http://kreativnostnadar.blogspot.rs/2016/03/blog-post_21.html

http://kreativnostnadar.blogspot.rs/2016/04/blog-post_95.html

I also use educational software in my teaching.

http://kreativnostnadar.blogspot.rs/2017/01/blog-post.html

I often organize thematically integrated teaching days.

https://drive.google.com/file/d/0B8yH2WVYbIf0NU9HeFRzZWt6dFE/view

http://kreativnostnadar.blogspot.rs/2016/01/blog-post_25.html

I plan and implement teaching contents according to the principle of horizontal-vertical integration.

http://kreativnostnadar.blogspot.rs/2017/03/blog-post_49.html

I use student self-assessment. I accomplish this in a way that students set their goal at the beginning of the class, and then at the end of the day they evaluate how much they accomplished in its realization. Often they are able to compare (characteristics of characters, characteristics of the settlement, we use the Venov diagrams in teaching), evaluate, criticize and suggest the ideal solutions (in Serbian language classes we organize the so-called "justification house" and "court house" and we evaluate the actions of characters, we assume what  woulda certain literary figure do if, for example, he came to our classroom, found a full wallet ...). The more advanced students are taught paraphrasation with the reverse fabulous.

To evaluate the success of written compositions, we use the "spider web", the columns for assessing the characteristics of literary characters, learning from the stations, and in this way older studentsupdate their school knowlege from the previous grades. Brainstorming, Z-N-Z tables and mind maps are already established ways of acquiring knowledge, and occasionally we use writing the questions and their "reinforcement" through the so-called. "Snowballs", as well as matching attitudes. In the teaching of literature, we write scripts, play roles and film movies.

Not so interesting content of mathematics that relates to straight line, half-length, we learn along the way using the game we called "silent mathematics". To distinguish the ratio of the meter, decimeter and centimeter we use abacus (the abacus is used to indicate the meter, it has 10 wires, the same as a decimeter meter, and 100 balls - which means one meter has 100 centimeters). We also use the abacus to overcome which number belongs to a dozen, and the order of operations in complex mathematical expressions is determined the same way that "an imaginary cop clears traffic jams".

In the class, we usually catch notes and use insert technique of the learning. Very often the older pupils examine the younger pupils tests, and their mistakes are used further for learning. In an appropriate dose, we also apply the activity gameplayers (the game "Hangers" - for the student to guess the letter he must answer a question about the material, modeling - we are doing the aquarium, the forest, we present the action of the literary text ...), and from the motoric motivational technique we use red and green cards that serve to determine the accuracy of the peer's response, catching the ball-the student who catches the ball has the right to ask questions to others, catching a plastic bottle with questions, unwinding the yarn with questions, motor exercises (if the answer is correct go to the left hand, and if it is incorrect to touch, for example, the right knee). We use meaningful learning to learn historical data. Thus, for year 1459, we have the following sentence: A single brush of Petkova wood fell under Turkish rule. The word one means number 1, brush-4, petkova-5, wooden-9.

In order to connect learning with real life, we have an imaginary figure, which is Granny Zivkica who can not read and write. We often associate content with it and discuss how it will make life easier for her.