Teaching Methods
What is a good teaching method? Ever since I myself was a child I have been grunting over this question. In later years I have realized that it isnt always as easy to answer as many might believe. In this page I will evaluate all from the most basic of concepts to the most indept plans of mine for how development and teaching could be done the best.
Initially ill begin with posting what I have already got recorded that is just for me to upload for any interested to examine. A minor essay will be attatched to every method, evaluating all the good and bad sides it might have and how well it would adapt to practical utilization. This is of great importance for the reader to take part of to actually fully understand what the document, model or idea actually enlightens.
Groups
One of the most central problems with most groups you encounter is that people value the word group with a diffrent emphaization. However to one of the most important ways to determine the right emphaization is to be sure which sort of group your actually a part of and for what reason. You should always question yourself and others what you do in a group even if you think you know it already. One of the foremost important parts of understanding is practicing it from it's very core. (more)Explaining a most obvious situation might seem dull but will actually turn out to be quite more complicated than you expected. To part in a group is a task requiring great understanding for eachother in both a social and a professional group for it to work out well.
The professional group is when you for one or another reason is placed or freely chosing to participate in a group with a professional goal, purpose or reason. The professional group includes various rules on how to act and behave according to the situation. Even if the group is just a work group between schoolmates, a professional group must always be maintained for it to ensure a common learning and progression. A way to visualize Groups in general would be to make two circles with a common part uniting them, sharing this spot, within which the social and the professional sphares can colaborate. It's within this sphare most professional groups tend to desire to remain within. However many takes the step too far into the Social Sphare and by that relinguises their reliance of the professional codex. One important thing to remember is that a group not working as a professial group will not havea professional codex, professional treatment, professional opening, professional responsabilities or a common shared goal. A social constolation is marked by a social leveling system, social codex, social judging and social comitments. In general sphares as of in the ordinary every day life. A travel from a professional sphare into a social sphare might be refered to as desirable. However, this couldn't be further from the truth for the actual progression of the group and it's memebers. Even if a professional group within the colaborated sphare actually is preferable over many other circumstances this is not by any way a guranteed sucess for all participants. Neither is it for all contacts, goals or referals of the group. A reason for this is in general that social bonds aquire additional attention and qualties from the participants which often limits their theoretical efficiency. However for many, maybe even most groups, to remain in the colaborated zone actually is the most desireable since it allows a social exchange beside and while profesionally progressing, within the professional goal. One thing must be made very clear however is that to progress from a professional group into a social colaboration and further into leaving the professional behind and entering a social group is often made very easily and is often almost prescribed as desirable. However to travel backwards is not only harder but also works agienst the nature of our common ways of seing things. To avoid errors like these, people must be educated in doing slow and steady progress where evaluation, questioning and understanding are core parts in a groupwork. This in order to ensure the common good for the goal of the group, potential contacts and referals and also for the cheer progression and learning from the actual group members themselves. (C) Natriispecs
Initially ill begin with posting what I have already got recorded that is just for me to upload for any interested to examine. A minor essay will be attatched to every method, evaluating all the good and bad sides it might have and how well it would adapt to practical utilization. This is of great importance for the reader to take part of to actually fully understand what the document, model or idea actually enlightens.
Groups
One of the most central problems with most groups you encounter is that people value the word group with a diffrent emphaization. However to one of the most important ways to determine the right emphaization is to be sure which sort of group your actually a part of and for what reason. You should always question yourself and others what you do in a group even if you think you know it already. One of the foremost important parts of understanding is practicing it from it's very core. (more)Explaining a most obvious situation might seem dull but will actually turn out to be quite more complicated than you expected. To part in a group is a task requiring great understanding for eachother in both a social and a professional group for it to work out well.
The professional group is when you for one or another reason is placed or freely chosing to participate in a group with a professional goal, purpose or reason. The professional group includes various rules on how to act and behave according to the situation. Even if the group is just a work group between schoolmates, a professional group must always be maintained for it to ensure a common learning and progression. A way to visualize Groups in general would be to make two circles with a common part uniting them, sharing this spot, within which the social and the professional sphares can colaborate. It's within this sphare most professional groups tend to desire to remain within. However many takes the step too far into the Social Sphare and by that relinguises their reliance of the professional codex. One important thing to remember is that a group not working as a professial group will not havea professional codex, professional treatment, professional opening, professional responsabilities or a common shared goal. A social constolation is marked by a social leveling system, social codex, social judging and social comitments. In general sphares as of in the ordinary every day life. A travel from a professional sphare into a social sphare might be refered to as desirable. However, this couldn't be further from the truth for the actual progression of the group and it's memebers. Even if a professional group within the colaborated sphare actually is preferable over many other circumstances this is not by any way a guranteed sucess for all participants. Neither is it for all contacts, goals or referals of the group. A reason for this is in general that social bonds aquire additional attention and qualties from the participants which often limits their theoretical efficiency. However for many, maybe even most groups, to remain in the colaborated zone actually is the most desireable since it allows a social exchange beside and while profesionally progressing, within the professional goal. One thing must be made very clear however is that to progress from a professional group into a social colaboration and further into leaving the professional behind and entering a social group is often made very easily and is often almost prescribed as desirable. However to travel backwards is not only harder but also works agienst the nature of our common ways of seing things. To avoid errors like these, people must be educated in doing slow and steady progress where evaluation, questioning and understanding are core parts in a groupwork. This in order to ensure the common good for the goal of the group, potential contacts and referals and also for the cheer progression and learning from the actual group members themselves. (C) Natriispecs
Other Methods
The Star of teaching.
The star of teaching is a way of describing five diffrent teaching parts used in order to grant a good educational foundation for the pupils in your class. The five parts are; 1. Ventilating the children, to evaluate them individually of their level of skill and interesst. 2. Create a beautiful spark to be born within the each children while previewing your subject. Make sure to use numerous assets and tools such as visualization, sounds and links to other subjects, so to catch the eyes of interest from puplis whom has already fallen in love with other subjects. 3. Follow a cronological order, don't mess things up after you given your introduction. Doing that will just make it harder for several pupils to get along with the subject. Within the cronological order you need however to make good judgement on what to mention and what's important. Follow your nationwide and schoolwide documents aswell as your own belief on what to fill in. 4. Let them try, taste and feel the subject. This can be achieved by simply you or them creating or using excisting games, dramatization, visiting places or other tactile methods. 5. Give them plenty of chanses to grow individually and groupwise and make sure to document their interests, likings and progression. Also evaluate your own methods for constant improvements and being up to date. (C) Natriispecs
Teacher of Tomorrow. (will come on request)
1. a Professional object is a conduct of a didactical analyzed teaching method that is created from the symbiosis of the two greater sphares.
2. In order to keep the united sphares upheld, uou must establish a solid exchange from both the practical and theoretcial knowledge sphares.
3. To cover the art of keeping a healty professional object alive, is one of the most important achivements of becoming a teacher of tomorrow.
Development & Eliability
*At what age is a life created. What determines life?
*At what age is an individual created, what does an individual mean?
*What level has a sole person grown to a greater value than 2 inferior lives?
*Is statement above theoretically possible?
Basically I was wondering when a child was was most eliable to outside information and when a child was developiing more or less at certain ages.
I started writing down a track of what level understanding and development was on one axis, basically higher number indicates more understanding and more development. I realized the development and the understanding was often created in social exchange and I realized the more actively children was exposed to social sphares, the more they would take in and develop and understand. However time alone and time with less social exchange offered new possabilities. Often in this particular case refered to as individualism (your own path, chosen and proccessed by you.)
- Lack of dramatical change and testing creates safety, safety foundates individualism
- Dramatical change and testing foundates development
Age 1 to 18
1:1
2:1.5
3:6
4:15
5:10
6:13
7:15
8:14
9:13
10:14
11:13
12:10
13:8
14:6
15:5
16:4
17:4
18:3
Taking in random persons numbers could visualize how early age is marked by periods of much changing and social intercorse. In later years the less prominant was this exchange and the larger part was the individualistic growth. The use of this information however could be processed and used by anyone for the matters they can find use for it. Personally I'd like to deeper question it.
A question to ask is;
is a child or adult less eliable for new things after more individualism? or is it just that the more individually grown person has fewer commonly shared social and acting patterns so that standardilized methods would serve less effective or even destructive if they strongly oppose the individuals personally created views.
But consider you find the child in their individual sphare and focus content in their ZPDI (Zone of Proximate Development of Interesst)
(ZPDI is a placeholder until a better way of phrasing it is made)
Stated above is a way to reach out a lot more to individualized people. But then how to keep the balance upheld between individuals and socially strong people? And how to make them understand eachother more and let the individuals get stronger social bonds, after all which is a human goal.
This is a question that will be focused on at later posts. (TO BE CONTINUED)
Subject balance
How to balance History, Geography, Religion and Social and to make them all work well together?
I would strongly suggest a focused cronological order aswell as staying within individual ZPDI and making sure the children knows A before introducing B. Begining with a Geographical preview of the the processed land will foundate to greater Historical understanding. Historical understanding creates the base for Religion which also creates a greater understanding for the Social. Often you will need to therefor make small steps into each of the subjects to actually give any processable teaching material that the children can actually process from.
Where to focus as a teacher?
A teacher should basically focus the most on the children where her intervention is of greatest need. But a teacher must also find time for each of her pupils. To focus in the initial presentation of her class is by all means prefered. Examine your class, find the people that are either week, uncertain or clearly playing "cool". Each of these three cathoregies needs instant intervention by a compotent teacher. To be a compotent teacher one is required to build a good stable connection with these pupils. In general if you already in the first meeting show awe for them you will most certainly shock them and create a great amouth of respect, which you later have to groom and uphold for the time needed to help these people. (Note: the duration might last longer than your own years with him or her and might require you to support her later on in life.) A compotent teacher will also try to build up a sense of care for the pupil. This sense must be apparent even if it's not even true. (Note: Caring for your pupils to an extent that you would imagine doing this will most certainly make you care and the state "even if it's not true" would never occur.)
How to do this?
How then is it possible to find these 3 sets of people and a very initital phase, and can one help all of them at the same time? Actually the focus on the individual pupils should be established on as honest basis as possible but doing it publically but still giving them the impression you clearly mean it is vital. In a classroom enviroment, focus on one or few pupils per lesson and vary your methods. Don't try to do the same trick on every pupil, that will undermine the concept completly. To know what to do you need to be open and use all your senses to examine and determine what can of person you're dealing with. It's highly suggested to try to find as much background on each pupil as possible and if you are unable to determine by brief examination or digging, simply investagate. Take your time and learn about your pupils. It's more vital than anything to learn how your pupils work, thinks and acts. Without this you can never act fairly and will always in the long run undermine some of the pupils reletions. (Which could potentially lead to a fault where the pupil progresses into a negative spiral:)
How to maintain this over time?
This is extreemly individual for your pupils. The only way to do this is to have a strong connection and knowledge about your pupil established. You must maintain it by constant expansion of the connection and constantly providing a steady flow of vigilant "care". Yes "care" is probably the most central word in maintaining a great connection to the pupils of your class. By caring for them in a genuine way you will with most certainty always be of some possitive use for them even if all others fails.
Another very important thing is to very much keep being on your toes. Don't relax too much if things goes fine, learn about the situations nontheless. If someone is initialized and your weeks behind you might end up losing it all by simply losing your reliability.
How to reestablish it if it fails?
This is where your experience must prevail. Catch up on your losses and work with dedication and hopefully you can reestablish a contact.
What will be the future's most important Historical topic in the 21st century. "How USA rose to Power and what they hid under the carpet." (Hilborn, 2011)
History project in school 2011 by Amelia Hilborn
My goal is to with 4 or more lessons teach the students more about european Renesainse History.
I have no idea what level the students are but they are of age 10 and 11.
*Geografical foundation.
First off ill have to ensure they know the lands we're going to work with. To do so ill make a brief preview of Europe. By asking the pupils what they know I get a good glimps of what I got to work on.
1. Q. What European countries do you know of?
Once I know my foundation ill have to build from that.
2. France, England, Germany, Italy, Spain, Austria and Holland.
I go through the most important countries during the renesaince of Europe briefly of their modern perimeters and show their borders in both current and historical aspects.
3. Q. Does anyone know anything that happend in Europe during the 15/16th century?
Most likely I wont get too flawless answers but that leads me to the asumption that it's time to create the historical aspect. Pictures, Music and Tactile things.
4. I burrow a computer and show them a lot of things and hand out things maybe invented during this period. I turn on some music from this particular period of time. I tell them that this was the time of discovery. America was discovered 10th October 1492 by Christopher Columbus on the Isle of San Salvador. America Geo
As they now get to test the subject and gets information about it I head for a step of comparison. I compare their society with Swedens of the time. At last I focus on letting them try this out by Painting of what the renesance means for them. Once complete I let them write about the renesance with info from what I go through on the white board and their text book.
5. Let them have some repitition and let them continue to write about it.
6. Let them finnish it
Musik:
Medeltiden http://www.youtube.com/watch?v=kVkHjRVpKAQ&NR=1
Portugal http://www.youtube.com/watch?v=XYQVwKp-900
Germany http://www.youtube.com/watch?v=3OnxnU62gX8&feature=related
Italy http://www.youtube.com/watch?v=PxfiCtvE4ng&feature=related
England http://www.youtube.com/watch?v=po1mMG9Uk8M&feature=related
Spain http://www.youtube.com/watch?v=5pBE3YPTG_8&feature=related
http://www.comune.fi.it/archiviostorico/narratives/000015/000001/000001/000001.html - Florence
http://upload.wikimedia.org/wikipedia/commons/6/63/Michelangelos_David.jpg Michelangelo
Henry VIII
http://www.google.fr/imgres?q=Henry+VIII&um=1&hl=fr&tbm=isch&tbnid=YfIX-w0H6n-QcM:&imgrefurl=http://fromparistolondon.blogs.france24.com/article/2010/09/09/histoire-pourquoi-henri-viii-quitte-leglise-romaine-0&docid=KxvIAEuff7nWPM&w=620&h=741&ei=P1CDTv7SFqOI4gS1valo&zoom=1&iact=hc&vpx=379&vpy=160&dur=16&hovh=245&hovw=205&tx=143&ty=168&page=1&tbnh=139&tbnw=100&&ndsp=32&ved=1t:429,r:2,s:0&biw=1280&bih=792
http://en.wikipedia.org/wiki/File:Hampton-Court-E.jpg Hampton Court
http://upload.wikimedia.org/wikipedia/commons/5/51/Field_of_the_cloth_of_gold.jpg Field of the Cloth of Gold
http://upload.wikimedia.org/wikipedia/commons/f/fc/Funeralesdeatahualpa_luismontero.png Inca Empire
http://upload.wikimedia.org/wikipedia/commons/b/ba/Leonardo_self.jpg Leonardo da Vinci
http://en.wikipedia.org/wiki/File:Mona_Lisa,_by_Leonardo_da_Vinci,_from_C2RMF_retouched.jpg Mona Lisa
http://upload.wikimedia.org/wikipedia/commons/2/22/Da_Vinci_Vitruve_Luc_Viatour.jpg Proportions
http://upload.wikimedia.org/wikipedia/commons/c/c9/Da_Vinci_Studies_of_Embryos_Luc_Viatour.jpg Interiors
(Copernicus, Hernan Cortez, Magellan, Swedish Independence... )
Sweden gains independence 1523 from the Kalmar Union.
Sack of Rome 1527 - Slutet på Italienska Renesancen. Spanien och Tysk Romerska Riket vs Papal States.
Pesten 1510
http://www.flickr.com/photos/ackook/923019755/ Spanish Gold Coins
http://commons.wikimedia.org/wiki/File:Kalmar_Union_ca._1500.svg Kalmar Unionen
http://upload.wikimedia.org/wikipedia/commons/d/d0/Valdemar_Atterdag_brandskattar_Visby_%281882%29.jpg Valdemar Atterdag
Feudal System
GV - Kalmar slut, Arvsrike
http://upload.wikimedia.org/wikipedia/commons/e/ea/The_Entry_of_King_Gustav_Vasa_of_Sweden_into_Stockholm_-_color.jpg
http://upload.wikimedia.org/wikipedia/commons/7/72/Landsknechte.jpg Landsknecht, Zweihander (2handed Swords) Doppelsoldat
http://upload.wikimedia.org/wikipedia/commons/9/9f/Gustav_Vasa_Bible_1541.jpg GV Bibel
Aramadan - Francis Drake, Elizabeth
Euro-map
http://www.euratlas.net/history/europe/1500/entity_1523.html
1500. Klockan - Armbandsuret
Bokstaven J
EU population:
Germany 12m
Sweden 0.75m 0.5/0.25
Denmark 1m 0.6/0.4
France 20m
England 2.5m
Lek 10minuter rita karta av Europa med länder.
får möjlighet att arbeta ämnesövergripande.
• stärka elevernas vilja att lära och elevens tillit till den egna förmågan,
• ge utrymme för elevens förmåga att själv skapa och använda olika uttrycksmedel,
kan lära, utforska och arbeta både självständigt och tillsammans med andra och känna tillit till sin egen förmåga,
HIS använda en historisk referensram som innefattar olika tolkningar av tidsperioder, händelser, gestalter, kulturmöten och utvecklingslinjer,
HIS använda historiska begrepp för att analysera hur historisk kunskap ordnas, skapas
och används.
GE Namn och läge på övriga Europas länder samt viktigare öar, vatten, berg, regioner och orter.