I am a supporter of the project teaching:
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 Petko wood fell under
Turkish rule. The word one means number 1, brush-4, petkova-5, wooden-9.
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).
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".
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| Granny Zivkica |
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.
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