Bài thu hoạch bồi dưỡng thường xuyên Tiểu học Module 16

Teaching method is very important, today we will introduce to you the regular training lesson for Primary School Module 16 to clarify this issue more clearly.

1. Learn about active teaching learning:

1.1. What is positive teaching and learning?

Of the three aspects of teaching methods (Depending on teaching forms, specific teaching methods, teaching techniques), teaching is the smallest aspect. Teaching decision is a broad concept that guides the selection of specific teaching methods, specific teaching methods are narrower concepts, providing action models. Teaching knowledge is the smallest concept, implementing action situations.

Teaching techniques are measures and ways of acting of teachers and students in small action situations to implement and control the teaching process. The distinction between teaching and learning methods is often unclear. It can be understood that: When using teaching methods, we need to have teaching techniques. Example: When using the conversational method, the teacher must have a questioning technique.

Active teaching method is a term used to refer to teaching techniques that promote students’ active learning. Example: Tablecloth technique; KT puzzle pieces; KT asked and answered; KT brainstorm….

1.2. Learn about some active KTDH:

* When does the teacher ask questions? What is the purpose of the question?

In the teaching process, when asking questions, teachers use the short question and answer method, the discussion method. The purpose of asking questions is very different: sometimes to test students’ knowledge and skills; there is a time to guide the discovery and discovery of knowledge; Sometimes it helps them to consolidate what they have learned.

* Asking the question depends on what factors?

Mainly on the quality of questions and how teachers behave when asking students

* How does KT ask questions according to cognitive levels?

Know; understand; manipulate; Analysis; synthetic; Evaluate

Using effective questions brings mutual understanding between teacher-student and student-disciple. The better questioning skills, the higher the level of student participation; Students will learn more actively. In participatory teaching, teachers often have to use questions to prompt and lead students to explore and discover new information, knowledge and skills. In order to assess student learning outcomes, students must also use questions to re-question, ask more teachers and other students about unclear content of the lesson.

* When asking questions, the following requirements must be met: 1. The question must be related to the implementation of the lesson objectives; 2. Concise, clear, easy to understand; 3. Right time, right place; 4. Suitable for the student’s level; 5. Stimulate students’ thinking; 6. Consistent with the actual time; 7. Arrange in order from easy to difficult, from simple to complex; 8. Do not combine multiple questions into one question that is chained; 9. Don’t ask many questions at once.

When asking questions to students, attention should be paid to: 1. Ask questions with an encouraging attitude, with a slow, gentle voice. 2. Get students’ attention before asking questions. 3. Pay attention to the reasonable distribution of the number of students assigned to answer. 4. Interested in encouraging timid and slow students. 5. Use closed and open questions appropriate to each case. 6.When testing use closed questions; 7. When we need to expand our ideas, we use open-ended questions. Example: What do you think of the painting The Girl with the Lily? 8. Don’t ask too simple questions. Example: For students in grades 4 and 5, the teacher asked: How many pictures do you see? Or ask students: Do you understand?

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1.3. Teaching techniques by angle:

Corner learning is a form of organized learning in which learners perform different tasks at specific locations in the classroom space, responding to a variety of learning styles. Learning from the perspective that learners can choose activities and learning methods: Opportunities “Discover”, “Practice”. Opportunity to expand, develop, create. The opportunity to read exercises and instructions written by the instructor. Personal opportunity to apply and experience for yourself.

+ Therefore, learning from the perspective of stimulating learners actively through activities. Expanding the audience, increasing excitement and comfort, ensuring deep learning, sustainable effectiveness, high personal interaction between teachers and students, avoiding the situation that learners have to wait. For example: With the topic of environment or traffic can organize the corners: Write; Read; Painting: Watch the video.

*Application: Organize learning by corner in math review period. Good student corner; HS angle is still weak; Average to good HS angle

1.4. Table art:

a. What is the “tablecloth” technique? It is a form of organizing cooperative activities combining individual and group activities in order to:

1- Stimulate and promote active participation;

2- Promote the independence and responsibility of individual students;

3- Build a model of interaction between students and students.

b. How to perform the “Tablecloth” technique

Group activities (4 people/group) (maybe more people)
Each person sits in a position as shown in the picture (see diagram in attached file).

Focus on the question (or topic, etc.)

Write in the blank the number of your answer or opinion (on the topic…). Each individual works independently for several minutes. At the end of personal working time, members share, discuss and agree on answers. Write the group’s ideas in the center box of the tablecloth (A0 paper).

How to organize: Tablecloth technique:

– Split the A0 paper into two parts in the middle and around. Divide around into sections according to the number of members of the group.

– Individually answer the question and write around.

– Discuss in groups, agree on ideas and write in the middle.

– Hanging SP, giving presentations.

1.5. The “pieces of the puzzle” technique:

The “Pieces” technique is a form of cooperative learning that combines individuals, groups, and intergroup connections to:

+ Solve a complex task

+ Stimulate active participation of students:

Emphasize the role of individuals in the cooperation process (Not only completing the task in Round 1, but also communicating the results of Round 1 and completing the task in Round 2).

How to perform the “Pieces of the puzzle” technique

ROUND 1: Work in groups of 3. Each group is assigned a task (For example: group 1: task A; group 2: task B, group 3: task C). Make sure each team member can answer all the questions in the assigned task. Each member can present the group’s answer

ROUND 2: Create a new group of 3 people (1 person in group 1, 1 person in group 2 and 1 person in group 3)

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Answers and round 1 information are fully shared by new members
New quests will be assigned to the newly formed team to solve

The answer is clearly written on the board

Example Topic: Vietnamese sentence:

Lesson 1: What is a simple sentence? Give and analyze illustrative examples

Lesson 2: What is a compound sentence? Give and analyze illustrative examples

Task 3: What is a complex sentence? Give and analyze illustrative examples

Round 2: What is the difference between simple sentences, complex sentences, and compound sentences? Analysis of illustrative VD.

1.6. Mind mapping techniques:

Mind mapping is a mind organization tool. This is the easiest way to get information in and out of the brain; It’s a creative and effective note-taking medium for organizing meaning.

– The goal helps to develop logical thinking and synthesis ability; Students remember lessons for a long time.

The effect is to help students systematize knowledge. find connections between knowledge; understand long-term memory, develop logical thinking; bring high teaching efficiency.

– How to create a mind map

+ In the middle of the diagram is an image or phrase that represents an idea/content/concept.

+ From visual ideas will develop main branches, linking phrases, first-level images.

+ From the branches continue related ideas/concepts are connected

– Pedagogical requirements:

Guide students to find ideas. When creating a mind map, it should be noted: The main branch is bold, the 2nd and 3rd branches are bold; From the central cluster radiating branches should use different colors, the main branches should remain the same color until the sub-clusters.

Use curves instead of straight lines; Sort information by image/phrase.

1.7. Question and answer technique:

– Help students consolidate and deepen their knowledge through questions and answers

– Effect: Consolidate and deepen knowledge for students; develop questioning skills, presentation skills, the ability to react quickly; create excitement for students; help teachers know the learning outcomes of students.

– How to proceed

+ The teacher introduces the topic will ask and answer.

The teacher or student begins to ask questions about the topic and asks other students to answer.

+ Students answer the first question, then ask the next question, ask other students to answer… and so on until the other students.

– Pedagogical requirements

+ The topic must have rich content, ask many questions

+ Teachers can ask questions first (if students are not familiar)

+ Create opportunities for all students in the class to ask and answer questions

+ When students can’t answer, they can ask another friend to answer but lose the right to ask again

+ Question and answer skills suitable for the review period. When checking old lessons, reinforce the lesson.

1.8. One-minute presentation technique:

– The goal is to create opportunities for students to summarize knowledge; Present your concerns and questions to the class

– Effect: Helps reinforce the learning process; Help students see how well they understand the problem.

– How to proceed

+ At the end of the lesson, the teacher asks students to think and answer the following questions: (What is the most important thing you learned today? What is the problem that you have not answered today? Do you have any other questions? Any questions? ); Students write on paper; Present to the class for no more than 1 minute.

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– Note when using

Allow sufficient time for students to prepare; encourage students to participate in presentations; respectfully listen to students’ presentations, do not show objections; encourage other students to listen to the answers and answer the questions posed; Answer students’ questions and concerns

2. Practice applying some positive teaching techniques:

2.1. Applying the questioning technique in the lesson “Uncle of the army on patrol”:

The purpose is to help students discover the knowledge of the text on their own. The question system is as follows:

+ Under what circumstances does the soldier patrol?

+ Put the image of a soldier on patrol in the winter night next to the image of a peaceful sleep

of children, what does the author want to say?

+ Find details that show the soldier’s love and care for the children?

+ To show gratitude to the soldiers, what should you do?

During the teaching process, I always use the question system to teach; have good manners when asking questions; ask appropriate questions to students; time budget appropriate to the situation; The questions are always short, easy to understand, creating interest in learning for students. I always pause after asking students to think; hand out questions to the whole class; respectfully listen to students’ opinions; always build the central question, not rambling.

2.2. Applying the puzzle technique:

Practice designing KTDH puzzle pieces:

– Step 1: Divide the class into 4 groups and assign

+ Group 1 studied the text and discussed the tradition of fighting the enemy to defend the country of the Vietnamese people

+ Group 2 learns the text and discusses the long-standing cultural traditions of the Vietnamese people

+ Group 3 studies documents and discusses Vietnam’s scenic spots

+ Group 4 studies the text and discusses the achievements of Vietnam’s economy, culture, education, etc.?

– Stage 2: Form a new group, in each new group have at least one member of the original group and answer the following questions:

+ What do you think about the country and people of Vietnam?

+ What are the current difficulties in our country?

+ What do we need to do to contribute to nation building?

(Other teaching techniques are applied in the design of the insurance plan of the subject to be implemented)

Depending on the lesson, each subject, classroom situation and existing teaching equipment, to build an effective insurance plan and organize classes, promote the active participation of students, help learners Students are independent and actively participate in learning activities.

3. Evaluation and comment on active teaching methods:

After studying lesson 16 material, I have mastered and properly applied active teaching techniques to educational activities, contributing to improving the quality of teaching and learning in schools.

I myself often actively attend the hours of my colleagues, well implement the regular training plan, the self-study and self-forging plan. Regularly discuss with colleagues to master how to apply active teaching techniques in lessons

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Nhớ để nguồn bài viết: Bài thu hoạch bồi dưỡng thường xuyên Tiểu học Module 16 của website thcstienhoa.edu.vn

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