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Finland English 13-14 year old students      Mr. Aleksi Ahonen

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Finland English 13-14 year old students      Mr. Aleksi Ahonen

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Students trained English words playing board game Alias. The  objective of the game is for a player to have others guess the word on the player's card without using the word itself. Cards were  in English and students first explained the word in Finnish and the one wh quessed right got one point. After that the quickliest one said same word in Englisha and got also one point. Later they started to explain  the word in English. The winner was the one who got the most points.

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Literature (Part 1)
Ms Laimute Gaidiene

In this lesson we revised stylistic devices. First, in little groups, student do a puzzle: use little slips of paper with names of stylistic devices (eg metaphor, paradox, irony, epithet) to cover squares with examples of these devices taken from various literary works (see the attachment). After 10 min, we check and discuss the answers with whole class, look for more examples of the most difficult terms in books. Then, students do a crossword with more (difficult) names and examples of stylistic devices. Those who don't finish, complete the task at home. The stronger students are asked to create their own crossword at home.

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Maths
Ms Irma Geceviciute

1. I created a survey for students in „Google Forms“ to find out how students evaluate their maths lessons and the teacher's work. It is great how fast and easy it is to view the results of such surveys. But students have to be reminded to answer the questions several times. Or this could be done during a lesson.

2. On quizlet.com I created materials on various topics. With the help of “Quizlet live”, we had a competition during a lesson. The students loved it, but some quickly worked out how to complete the tasks without actually doing the calculations.

3. I made and used some educational games such as "Ship Battles" to study and revise equations and functions. The students were vwery excited.

To conclude, I think the games and quizlet are efficient in smaller groups. In groups larger than 20 students, some students hide behind others and may not do the work. Still, they are useful when organising group work as well as encouraging individual learning.

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Maths
Ms Kristina Jasaityte

Using Quizlet.com: loved its playfulness, several ways to present a task, a possibility to use tasks created by foreign colleagues.

The most universal way to present the material is the "Match" function.

"Flashcards" - most useful way for studying.

"Test" - good to test yourself.

"Gravity" - good to play individually.

"Live" - good for groupwork, very engaging.

QUIZLET is great for checking theoretical knowledge, eg geometry, for tasks that require to give short answers.

It's a pity you can't upload your own pics in the free version. Student scan use own smartphones, only free WiFi is needed all over the school.

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Family life education
16 years old students
Anna Rawska- Śmieciuch
Six Thinking Hats is a simple, effective parallel thinking process that helps people be more productive, focused, and mindfully involved. A powerful tool set, which once learned can be applied immediately!

You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic "thinking hat." By mentally wearing and switching "hats," you can easily focus or redirect thoughts, the conversation, or the meeting.

| | The White Hat calls for information known or needed. "The facts, just the facts."
| | The Yellow Hat symbolizes brightness and optimism. Under this hat you explore the positives and probe for value and benefit.
| | The Black Hat is judgment - the devil's advocate or why something may not work. Spot the difficulties and dangers; where things might go wrong. Probably the most powerful and useful of the Hats but a problem if overused.
| | The Red Hat signifies feelings, hunches and intuition. When using this hat you can express emotions and feelings and share fears, likes, dislikes, loves, and hates.
| | The Green Hat focuses on creativity; the possibilities, alternatives, and new ideas. It's an opportunity to express new concepts and new perceptions.
| | The Blue Hat is used to manage the thinking process. It's the control mechanism that ensures the Six Thinking Hats® guidelines are observed.

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Psychology lesson
16 years old students
Krystyna Strojna
Methods:

1.      A method of unfinished sentences – this method is based on developing of skills of self-expression and associations. It is based on filling the gaps in unfinished sentences they have been prepared by a teacher.

2.      Priority Pyramid – it is based on valuation and prioritization. Students choose the best offers and place them on the top of the pyramid. Then they choose less important.

3.      Drama – adoption of content of education through experience and game. Drama method/technology: ROLE – being in a role, role acception. A student embodies in a role of a character and imagine what would happen if he/she was this character.

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Mother language
13 years old students
Barbara Dydyk
1.      Exercise using controlled imagination (Students sit in a circle, eyes are closed. They describe events that they imagine. A teacher guides them asking questions.)

2.      Working in pairs (Students work in pairs doing a task that they have got paper. Tasks refer to a literary text.)

3.      Drama (acting a role) – students act chosen roles.

4.      Drama (improvised staging) – students present situations described by a teacher.

5.      Interview with the participants:

- What did you feel while being an abandoned kitten?

- What did you feel while being a lonely boy?

- What did you feel while being a withered/dry tree?

What colors would we use to desctibe positive and negative emotions?

What tastes would we use to desctibe positive and negative emotions?

6.      Editing recipe for a happy life.

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Mother language
15 years old students
Irena Kindrat
Activating method – nonverbal interpretation of a literary text.

Poetic text interpretation leads through action to verbalization of experience and text interpretation.

Nonverbal analysis method emphasizes student’s creative attitude, who shows his thoughts and experience. Due to an expresion, by a brown spot, a student reveals his thoughts, experience and feelings.

Stages of an exercise:

1.      Reading of the poem „Kasztan” (Chestnut tree) by T. Różewicz.

2.      Separation/isolation of paintings.

3.      A work in two interpretation series – realization of plastic/artistic interpretation.

4.      Comparison and discussion of plastic interpretations – similarities and differences.

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History                            Outi Paloniemi

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History                            Outi Paloniemi

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Eight grade, 14 years old students
Topic was Finland in second world war. I told topic pretty shortly, about 4 hours.
After that students got 8 hours time to plan and execute their own project about the topic. Project got to be anything(poem, book, movie or a presentation).
Good in the project was  exited students and uniques outcomes. As a teacher I rate the project by  self-evaluation and outcomes.
For improvment would be making evalution of the project more visible before the Project.

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Physics
14 years old students
Hromadka

The teacher of physics has made several songs which lyrics are something about physics. After lesson, if students have studied well, he will take his guitar and sing one of those songs. Students find this very motivating and they are looking forward it!

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Finland                        14-15 years old students

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Finland                        14-15 years old students

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Maths
Sakari Salo, Toni Pikkarainen

The teacher doesn't teach new subject to all together. Students have a link to short (5 minutes) videoclips made by the teacher. l Students look those using their mobile phones, also at home. During lessons teacher have a lot of time to advice students individually. Students can do the test when they want. Most of the students find this way of learning very motivating and they also feel that they learn even better this way.

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Mother languages          and other subjects                         Mother languages                                           Mother languages

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Mother languages          and other subjects                         Mother languages                                           Mother languages

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Natural sciences                             Natural sciences                                            Natural sciences                                              Natural sciences

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Natural sciences                             Natural sciences                                            Natural sciences                                              Natural sciences

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History          Psychology                   History            Psychology                               History                 Psychology                        History  Psychology

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History          Psychology                   History            Psychology                               History                 Psychology                        History  Psychology

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ENGLISH                               ENGLISH                                       ENGLISH                                ENGLISH                              ENGLISH                                       ENGLISH                                ENGLISH                    

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ENGLISH                               ENGLISH                                       ENGLISH                                ENGLISH                              ENGLISH                                       ENGLISH                                ENGLISH                    

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Physics
Ms Alminute Martuniene

Using Google Forms for Revision

I made a revision test for students which they did at home before a real test in class.

Advantages of Google Forms:
-  Easy and convenient  to create and keep teaching/ testing materials (I have materials since 2013),

-  manage big amounts of information easily,

-  create different types of test tasks, add pictures and videos,

-  easy and quick to make,

-  convenient to analyse results of individual students and the whole group.

When students do the tasks at home, they can use various sources of information, that is why it is not objective to write marks/grades. To get marks, students should take the test in a computer room or use smartphones/ tablets. Or it could be used for accumulative/ summative assessment. My students liked this activity, and I am planning to use it in the future.

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Geography
15 years old students
Petr Malý

Students had to choose a visiting country, locate it´s position, suggest how to get from there to the Czech Republic - with the exact data about transportation and time ... Then they presented their findings to the classmates.

They´ve managed the task well, did it in their extra time and gained some new new experience they can use in real life.

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Social studies
Outi Paloniemi

Subject: investing
ninth grade

I gave figurative 1000euros to students which they invested as they wanted.
We check stock prices almost every month.

In spring the student who has made most profit gets a reward. For example a gift card to the local pizzeria.

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Polish

Reading in five steps

Method of searching, organising and using information from different sources.

The teacher is preparing a new test that interested student.
Students work individually or in pairs, according to the following steps:

1.a cursory look at the text
2. to raise questions,
3. accurate reading,
4. summary of the individual parts,
5. repeat the content or read the entire text

The method encourages for  regular exercise in reading. Sets positively students to read; It is also useful for an individual work at home. It can be used in each age group; texts should be adapted to the intellectual abilities of students (to differentiate talented students and the weaker, without official notification to the class at the forum).

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English

Pupil as an English teacher

A pupil has a hometask to prepare for the next lesson to play the role of a teacher. The topic of the lesson is “ Conditionals”. At the lesson the pupil introduces the structure and the usage the III Conditional. To make the presentation more attractive the pupil uses the interactive whiteboard to show some examples of sentences. In addition to this the cards with grammar tasks were prepared for each pupil. The pupils have some time to fulfill the gaps with correct grammar form of the verbs. During this part of the lesson teacher is only the observer.

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Geography

Desert Island

The method of effective cooperation in a team and teamwork, building relationships, making individual and group decisions.

Goals

Students reflect on their role in the group. They make clear just how important is a group for them. They learn to make decisions. The teacher tells the students the following story: Crashed ship. You are the survivors who were saved. You were washed up on a desert island. Using mime, using only gestures and facial expressions (without words), you have to organize your life on this island. From time to time, the teacher gives the password: it’s getting dark, gets up a day, passed three months.

The exercise ends with departure survivors of a deserted island. After the completion of the task, the teacher talks to students about the structure of the group (what roles were taken, what happened in the group). Pantomime forces to a particular expression of feelings and needs, is mindful of the importance of nonverbal communication.
It allows to accentuate the position in the group of shy pupils, who find it difficult to speak up.

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Maths

Project Method

thematic area - spatial figures

topic- space figure

In carrying out the project, the student under the guidance of a teacher gains new knowledge and skills, and during the introducing the project to his colleagues he involved  in the learning process of other students. From traditional homework project differs primarily from the fact that the students independently acquire information about a broader issue than usual, develop them and then present to others.

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English
15-16 year old students
Ms Nida Budreikiene

Independent Reading Project

1. Every month, a student chooses a different topic he/she is interested in and reads at least one article OR watches at least one TED.com video on this topic.
2. Then, in the Google Disc folder that I created, they add information about the texts (a summary, a personal opinion, some new words). The students can take a look at each other's folders and see what their classmates are reading/listening.
3. At the end of each month, we have a lesson when students tell each other about they have learnt about their topic and take individualised tests on the new words and phrases they have learnt.

I think it might be more effective if students have to talk about what they have read/watched EVERY WEEK in class - this would allow for more speaking practice and ensure they read regularly and don't just do a month's work during the last week. Then, at the end of the month, they would only take the vocabulary test.

This activity increases the amount of real-life English the students engage with AND their motivation grows because they can choose the TOPIC and the ACTIVITY (article or video). They also learnt time-management.

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English
14-15 year-old students
Ms Nida Budreikiene

Making a Video about a Profession

In groups of 3, students made videos about the job/profession of one of their family members (a father, a mother, an uncle etc.):
1. interviews with the relative (in English or Lithuanian with subtitles),
2. footage from their workplaces,
3. description of the necessary education, skills and character qualities,
4. the students' own opinions of the job.

The students loved the assignment because it was very different from their usual work. They were creative, improved computer skills and teamwork. Some groups had serious communication and responsibility problems and it took a lot of time and effort and the teacher's help before they finished the video. This way, they learnt about the importance of responsibility, doing your part for the team, planning and meeting deadlines.

In order to do this activity again, I will have to present clearer assessment criteria in advance.

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Finland                                  Mathematic  and art          Theme: Geometrich, calculating and art .

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Finland                                  Mathematic  and art          Theme: Geometrich, calculating and art .

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Students 7-10 years,
outdoors, near the campfire

Group of 20 children .You need just a tape measures, and all other things you will find in nature. Time of lesson is 45-60 minutes. How it’s going…Pupils are divided in groups randomly by using peace of animal cards. Pupils have to find each other finding other parts of pictures for example bear, wolf or…Groups are given to find on the nature four 50 cm, three 20 cm, and one 30 cm long stich. Groups will come back and then they have to do make by stiches one square (50cm), one triangle (20cm) and one circle (diameter 30cm). After that groups have to full fill the lines by autumn’s colors what will found in the nature. For example the square is green, the triangle is brown and the circle is yellow. After that children have to make stiches using by knife. Then when their have ready stich they can get some sausages or wheat dough and they can start grilling. This may be  the best part of this activities.

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POETRY WITH GEOGRAPHY
English, 12 years old students, Miryam Hernando
After working with weather and climate, we devoted one lesson with the assistant and the Literacy teacher to work on poetry, this is the final result GEOGRAPHY + POETRY

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15 years old students
Mgr. Kateřina Platzerová
English conversation

To make them speak only English all students got 10 points at the beginning of the lesson. They lost a point for every time they used native language. We played some board (speaking) games.

They were highly motivated to keept the point to have a good grade. The result was great and they didn´t even realize it and felt they got good grade for nothing.

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Spain                                                14 years old student                  Javier Valle                                                              Biologia                                                            I’m presenting a good practice about learning by doing, I consider it motivating for students and interesting for the development of competences. It’s basically about how I use the tool with Drive documents and surveys in my “Biology Classes”   The “Drive survey” is a tool that I use in my classes. I try to motivate students, in such a way that they will have to develop their competences and be conscious of their own learning. I try to achieve this goal at the same time as they are being active by getting data from their own environment / their real lives.     This is just an example of how I work when dealing with “Eating Habits” and I ask students to collect / get data about their classmates’ habits.  They are meant to ask specific questions about nutrition, so they would have to search, organize and select information about the topic in order to create a questionnaire to ask to their partners. (They are developing skills related to the learning to learn competence)  Later on, they will improve their digital competence when using the survey they have created and also when answering to their partners` ones. With this tool, they are now reinforcing their autonomy in learning, because they can use this digital device/tool in the future, in other situations or contexts, whenever to collect data.   Students have to analyze their results later on and to do so, they need to understand the information provided by the excel documents; this has to be transferred and explained by means of charts, diagrams, mind maps, etc.  All in all students are developing capacities, skills to compel study, analyze and project data. This takes us, again, to capacities or competences; in this case we have focused into the mathematical and the learning to learn habilities.   Later on the students have to design a presentation in which they propose some changes in the “Eating Habits” among their class colleagues.  Within this final task the linguistic competence is also being developed; they have created an argumentative discourse for their oral presentation.https://docs.google.com/forms/d/1cjYNVFeyq4aXOzSKNk0O3lykn37pJE4a8QC7ujeENHA/edit

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Spain                                                14 years old student                  Javier Valle                                                              Biologia                                                            I’m presenting a good practice about learning by doing, I consider it motivating for students and interesting for the development of competences. It’s basically about how I use the tool with Drive documents and surveys in my “Biology Classes”   The “Drive survey” is a tool that I use in my classes. I try to motivate students, in such a way that they will have to develop their competences and be conscious of their own learning. I try to achieve this goal at the same time as they are being active by getting data from their own environment / their real lives.     This is just an example of how I work when dealing with “Eating Habits” and I ask students to collect / get data about their classmates’ habits.  They are meant to ask specific questions about nutrition, so they would have to search, organize and select information about the topic in order to create a questionnaire to ask to their partners. (They are developing skills related to the learning to learn competence)  Later on, they will improve their digital competence when using the survey they have created and also when answering to their partners` ones. With this tool, they are now reinforcing their autonomy in learning, because they can use this digital device/tool in the future, in other situations or contexts, whenever to collect data.   Students have to analyze their results later on and to do so, they need to understand the information provided by the excel documents; this has to be transferred and explained by means of charts, diagrams, mind maps, etc.  All in all students are developing capacities, skills to compel study, analyze and project data. This takes us, again, to capacities or competences; in this case we have focused into the mathematical and the learning to learn habilities.   Later on the students have to design a presentation in which they propose some changes in the “Eating Habits” among their class colleagues.  Within this final task the linguistic competence is also being developed; they have created an argumentative discourse for their oral presentation.https://docs.google.com/forms/d/1cjYNVFeyq4aXOzSKNk0O3lykn37pJE4a8QC7ujeENHA/edit

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History
15 years old students
Barbora Trnková

Industrial Revolution in Brno

Students were taken to Löw-Beer villa in order to get to know the life in Brno during 19 century. They learned how industrial revolution influenced lives of families of that time. They worked with authentic maps, photographes and in authentic evironment got to know the lifes of people at that time.

Thanks to this direct contact they´ve understood the city development and the meaning of Brno for monarchy. They learned about accomplishment of jewish family that was later lost during the WW2.

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History
12-14 years old students
Dagmar Potášová

Pupils work in groups to create the puzzle quiz for others. They create short video about their activities afterwards.

See for yourself :)

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Uploaded by Kateřina Platzerová on 2017-02-11.

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History
14-15 years old students
Dagmar Potášová

Concentration camps

Students got some ready made materials and book to study the problamatic on second world war and concentration camps from different points of view and then presented their findings to the class.

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Pepsi Zero Sugar Super Bowl LI Halftime Show | NFL

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Students present the results of their work....

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English
11-14 years old students
Kateřina Platzerová

Evaluation

Students were given the self-evaluation sheet.
After each test they wrote the expected result of the test and their effort. After they get the resolt, they compared it and experessed  how they feel about it.

It did not really motivate them to study more, but they liked doing it.

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English
6-14 years old students
Kateřina Platzerová

Halloween
Students voted if the want to come to school in costume and celebrate Halloween.
All of those classes who chose it then learned chanting and knocked on the door to present it and get a candy. Older students had some presentations, learned songs appropriate to their age and talked about their fears.

It was fun for everybody and it was very motivating for the students. Also they felt good about being able to decide wheter to do this or not and disscuss the activities that we could do.

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English
14 years old students
Kateřina Platzerová

Star signs

Students get a sheet with description of star signs... they translate the text about their star sign.

They make groups with students they have the same sign as them.

They disscuss wheter they can or cannot relate to the description.

Students choose some quality of the sign and act it out for the class.

Students are later tested from speaking about the sign.

Students enjoyed working in groups and also acting out and they found it motivating. They were interested in learning about their signs. However, some of them did not work very hard...

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Chemistry
13 year old students
Toni Pikkarainen

Human memory game

Idea: each student is part of a memory game. They are given one a4 paper each and there is a picture or text in the paper. Two students come in front of class as players and they try to collect picture-text -pairs by picking two students in turns.

Our subject was laboratory equipments. I played this with two groups. First group liked it very and the other not so much. But it was something different.

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English,
13-19 year old students
Ms Nida Budreikiene
www.quizlet.com is used to revise some grammar points, essay writing, vocabulary, formal/informal language etc. Look for "Nida_Budreikiene" to find the free ready-made materials.

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Maths,
14-16 year old students
Ms Laura Slenderyte
Students are put into groups randomly. They get the answer sheet (the table with numbers only) and the tasks/problems that have been cut up (a slip with one task covers two squares on the answer sheet; see the attachment). The students have to solve all the tasks: they can use their books to help them, they can do all the tasks together as a group, or they can divide and do them separately. The GOAL of this activity is to solve all the tasks as fast as possible and cover all the answer sheet with appropriate task slips. Also, the teacher can print the tasks on the back of a futuristic maths picture/photo or an astronomical map, which the students will be able to see if they solve the tasks correctly. The sample set of this activity attached here was created for the International Day of Pi.

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English,
14-15 years old students
Jaana Simola:
Students studied some prepositions of English so, that when the teacher said something students have to move so that they were behind the chair and so on. For example  ”next to window”, ”behind the chair” ”under the table”. Students liked it and it was easier to remember those prepositions afterwards.

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Mother language,
13 years old students
Hanna Nivala:
Students got a  short instructions and they made  videos where they used drama to teach Finnish grammar
Student found this method very motivating.