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методы обучения Дадли
| Introduction
Our society today needs young people who are flexible, creative, and proactive – young people who can solve problems, make decisions, think critically, communicate ideas effectively and work efficiently within teams and groups. The ‘knowing of knowledge’ is no longer enough to succeed in the increasingly complex, fluid, and rapidly evolving world in which we live. In order to optimise life-long learning and potential success it is now widely accepted that young people need to have opportunities to develop personal capabilities and effective thinking skills as part of their well-rounded education. This toolkit is not intended to be an exhaustive resource, but one which provides practical advice to teachers on a varied range of methods which they may wish to integrate into their daily learning and teaching activities. It is hoped that teachers will find it a helpful tool in planning and creating a stimulating, enriching, challenging and focused environment for both their pupils and themselves. It is hoped that the collected methods and approaches will be dipped into and developed according to the context of teaching and learning as a result of teacher-led development work which is the way to foster teacher leadership . To select, use and develop active learning and teaching methods is not an easy task as there is always a need for teacher to ask a lot of questions before implementing any activity such as: Is this activity age-appropriate ? What is the profile of the class e.g. mixed ability, size, sex etc.? Are there any specific needs/circumstances of individual pupils that you need to take into account? In addition to the fact that before using particularly active learning and teaching method teachers need to pose different questions, there is also a need for teacher’s constant reflection on their role and behavior in the process. Teacher-centred classroom Learner-centred classroom Teacher as a ‘transmitter of knowledge’ Teacher as an organizer of knowledge Teacher as a ‘doer’ for children Teachers as an ‘enabler’, facilitating Pupils passive recipients of knowledge Pupils are active and participatory learners Pupils are focusing on answering questions Pupils asking questions Pupils are being ‘spoon fed’ Pupils taking responsibility for their own learning - reflective learners Pupils competing with one another Pupils collaborating in their learning Pupils wanting to have their own say Pupils actively listening to opinions of others жүктеу/скачать 5,73 Mb. Достарыңызбен бөлісу:
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