Relevant bibliographies by topics / Activating teaching methods

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Activating teaching methods'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Activating teaching methods"

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Fasnerová, Martina. "Verification of activating teaching methods applied in primary school." e-Pedagogium 13, no. 2 (April 1, 2013): 86–95. http://dx.doi.org/10.5507/epd.2013.021.

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Safrankova, Jana Marie, and Jana Marie Safrankova. "The evaluation of quality teaching methods in research at Czech Republic." International Journal of Teaching and Education 9, no. 1 (April 20, 2021): 75–85. http://dx.doi.org/10.52950/te.2021.9.1.006.

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The evaluation of the quality of teaching and the evaluation of education at universities, methods of evaluating teaching and assessment are one of the key criteria for university evaluation. At present, a project of the ESF project of the University of West Bohemia in Pilsen was realized and one of its activities is focused on "Improving Educational Activities and Modern Educational Trends" and on the subsequent implementation and reflection of student education with new teaching methods. The questionary survey was conducted in 2019 with 616 respondents from the University of West Bohemia in Pilsen, who is the only one public higher education institution in the Pilsen Region. The results analyze in detail the views of the students - taking into account the extension of pedagogical competencies within the framework of the career order. The aim of the project is a comprehensive system of interconnection of the education of academic staff in the area of increasing pedagogical competencies with introduction of new teaching methods into practice and taking into account the extension of pedagogical competencies within the framework of the career order. The results of a survey focused on evaluating the quality of teaching methods confirmed a number of mostly known means of activating teaching, interactive teaching, communication, discussion, the role of the personality of the lecturer and the instructor. These activation approaches need to be continued.
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Oliinychenko, O. B. "METHODS OF ACTIVATING THE EDUCATIONAL PROCESS IN TEACHING ENGLISH FOR SPECIAL PURPOSES." Тrаnscarpathian Philological Studies 11, no. 1 (2019): 126–32. http://dx.doi.org/10.32782/tps2663-4880/2019.11-1.25.

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Pčolinská, Adriana, and Rastislav Metruk. "Development of Foreign Language Speaking Skills through the Application of the Dynamic Model of Speech Production and Activating Methods." Journal of Language and Cultural Education 6, no. 1 (January 1, 2018): 17–36. http://dx.doi.org/10.2478/jolace-2018-0002.

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Abstract The present time places considerable demands on the process of foreign language education both in the field of communication and information transfer. Teachers, occupying a pivotal role in this process, are not able to proceed with simple, lay approaches and methods. It has become more and more important to apply sophisticated approaches and methods in teaching which are based on primary and secondary researches. This paper discusses the Dynamic Model of Speech Production as a specific approach to EFL teaching. Furthermore, the application of activating methods in the process of teaching English as a foreign language is examined from the standpoint of gender, country, length of teaching practice, and type of university. The data was collected using a questionnaire about the use and the frequency of occurrence of activating methods, which was completed by 82 university teachers from the Slovak Republic and the Czech Republic.
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Clarke, David J. "Activating Assessment Alternatives in Mathematics." Arithmetic Teacher 39, no. 6 (February 1992): 24–29. http://dx.doi.org/10.5951/at.39.6.0024.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.
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PONIATOWSKA, Lucyna. "AKTYWIZUJĄCE METODY KSZTAŁCENIA W SZKOLNICTWIE WYŻSZYM NA PRZYKŁADZIE ĆWICZEŃ Z MIĘDZYNARODOWYCH STANDARDÓW SPRAWOZDAWCZOŚCI FINANSOWEJ." Folia Pomeranae Universitatis Technologiae Stetinensis Oeconomica 327, no. 83 (December 1, 2016): 213–24. http://dx.doi.org/10.21005/oe.2016.83.2.21.

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MOROZ, YEVHENIIA, MARYNA SOBOLEVSKA, and TETIANA CHERVINSKA. "The use of active methods of teaching sociological disciplines in distance learning." Sociology: Theory, Methods, Marketing, Stmm. 2021 (4) (December 2021): 129–42. http://dx.doi.org/10.15407/sociology2021.04.129.

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The article considers the problems of teaching and application of methods of activating the educational audience in the global pandemic COVID-19 and the transition to the format of distance and blended learning. Using examples from the experience of teaching compulsory disciplines for training specialists in sociology at the Faculty of Sociology at the Taras Shevchenko National University of Kiev, the authors considered the possibilities of using game and projective techniques, role-based discussions, visualizing students' answers and explanations in the context of distance learning and technically mediated communication with students. The possibilities of using various online platforms and services (KNU Education Online, Google Meet, Google Classroom, Zoom, kahoot.it, triventy.com, quizizz.com, jeopardylabs.com, baamboozle.com, mentimeter.com, ArcGIS Online, Google Maps , Bing Maps) to energize student work and generate feedback from the audience. The use of distance learning methods allows us to rethink and suggest new ways to solve traditional problems of teaching in higher education, such as: the connection of theory and practice, visualization of theoretical material, activating the audience during classes. Involvement of game techniques partially overcomes the difficulties of distance learning and communication with students, which is an objective consequence of the impossibility of dialogue in the usual face-to-face format. At the same time, there are other important problems and issues of organizing the educational process, associated not only with the availability of the necessary material and technical support, but also with the willingness and ability of direct participants in the educational system to work with the necessary software — digital literacy of teachers. All this creates new challenges for the teachers, the search for alternative options for introducing the latest or updated techniques and constant reflection on the advantages and disadvantages of their use.
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Bjørgen, Anne Mette, and Yvonne Fritze. "When student-activating teaching conflict with students' desire for efficiency. A communication perspective on undergraduate students' media use." Seminar.net 16, no. 2 (December 17, 2020): 19. http://dx.doi.org/10.7577/seminar.4049.

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This article explores how students on a bachelor's course in Media Education understand the educational framework for teaching based on how they choose to participate in the teaching communication. The Norwegian Educational Quality Reform has promoted expectations of student-activating teaching methods to increase the scope of student-active learning. Digital technology was introduced in response to this challenge. Data was gathered through group interviews, a survey, and information from activity logs in the university college's learning platform. The article aims to shed light on what media practices the students consider as important and how their experiences correspond with the teachers' academic use of media. Students seem to prefer to study effectively, at the expense of activating teaching methods and of being active producers of learning. Although students are expected to be digitally competent, it should not be assumed that they master technology as expected in higher education. By drawing on Luhmann's communication theory the educational consequences of the students' media use in teaching and in independent study work is discussed.
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Soobik, Mart. "Teaching Methods Influencing the Sustainability of the Teaching Process in Technology Education in General Education Schools." Journal of Teacher Education for Sustainability 16, no. 1 (June 1, 2014): 89–101. http://dx.doi.org/10.2478/jtes-2014-0005.

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Abstract The sustainability of technology education is related to a traditional understanding of craft and the methods used to teach it; however, the methods used in the teaching process have been influenced by the innovative changes accompanying the development of technology. In respect to social and economic development, it is important to prepare young people, both boys as well as girls, with comprehensive knowledge and a basic education in technology for the benefit of their future life. Teachersí assessment of craft and technology education, from two different periods of time, are compared in light of two different national curricula in order to explain possible changes in teachersí conceptions related to the teaching methods of technology and examines teachersí opinions on the methods of technology education. This research attempts to find answers to the questions: What are teachersí attitudes towards teaching methods at the two different periods of time? What changes occurred in the teaching methods of the syllabi in light of the curricula adoptions in 2004 and in 2011? The research is based on questionnaire surveys administered across Estonia in 2004 and 2011. Findings indicate that during the two periods in question the teaching methods used by the teachers of technology education in Estonian schools shifted from the traditional approach to teaching towards a more constructivist approach. The researcher concludes that the teaching methods applied in technology education must keep current. Teaching would greatly benefit from the introduction of more activating teaching methods, particularly those connected with applying technology.
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LAGEROVÁ, Viera. "READING AS A MEANS OF ACTIVATING THE PUPILS." Ezikov Svyat volume 19 issue 3, ezs.swu.v19i3 (October 1, 2021): 97–104. http://dx.doi.org/10.37708/ezs.swu.bg.v19i3.10.

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Activation of pupils is an essential part of the teaching process within our schools. In this endeavour, teachers are not always successful, but in prevalent cases they are able to support students and pupils to read the offered work, which might not correspond with their area of interests by using various methods and approaches, and thus gradually broaden their horizons of their perception of the world around. To support the reading during the tuition, we may use variety of activation and motivation methods that shift teaching into the phase of an active engagement of pupils into the class work and beyond. Through a discussion, establishing of a problem or a possibility of alternating a literary work, or maybe other forms of work, a pupil moves from a role of a passive recipient of a piece of information to an active participant in the teachinglearning process. By this approach, not only the reading literacy is developed, but the communication and cooperation skills as well. Gestion to reading should be a priority especially for primary school teachers at the first degree. By their work (especially by an active differentiation) and their overview in the field of children´s literature, they can positively align their pupils in choosing a suitable book. Reading is the best way how to non-violently shape and positively influence the psychological and aesthetical development of children and young people.
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Dissertations / Theses on the topic "Activating teaching methods"

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Klepačová, Klára. "Aktivizace žáků ve výuce odborných předmětů na obchodní akademii." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-149873.

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The Master's Thesis deals with activating teaching methods and their application as a suitable tool for higher efficiency of education of economic subjects. There are mentioned main advantages of application of these methods in the education process. The analytical part is concerned with the results of the survey among students and teachers of a particular business academy. The aim of this survey was to find out to what extent the activation of students in the subject "Economy" is emphasized. The survey includes comparison of efficiency of traditional frontal education and education performed with use of activating teaching methods. Recommendations for improvement of education of subject "Economy" are stated in the conclusion.
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Maxa, Radek. "Moderní vyučovací metody ve výuce ekonomických předmětů." Doctoral thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-200009.

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The main objective of this thesis is a comprehensive assessment of the practical usability and effectiveness of modern activating teaching methods in economic subjects in fulfilling the RVP economics and business and RVP Business Academy in comparison with traditional (standard) methods. To achieve this goal, a systematic clarification and evaluation of key elements of the choice of adequate methods of teaching, presentation and comparison of traditional, modern activating and comprehensive teaching methods was employed. Selected modern activating methods are described in detail, including the procedure and examples of their application in the teaching of management on the circuit of the secondary vocational schools. Current status in the use of teaching methods by teachers of economic subjects on selected secondary vocational schools was mapped and assessed through quantitative (structured interviewing of students and teachers) and qualitative (interview with trachet of economic subjects at selected schools, testing of students -- pretest and posttest) methods of empirical educational research and realization of experimental teaching. The results of the analysis of the usefulness and effectiveness of modern activating methods in achieving the educational goals of economic education in secondary vocational schools are summarized in the form of a SWOT analysis. The work, inter alia, examines and assesses the barriers in the application of modern methods of teaching, to what extent these methods contribute to the building of the desired competences of students and in particular the so-called, soft skills of students, verifies the effectiveness of the textbooks Management based on modern activating methods in meeting educational goals. The thesis provides outputs for management of secondary schools including, in particular, the RVP Business Academy and RVP economics and business, which may become a guideline, the stimulus for change methods and forms of teaching, the need to offset the interest of schools from traditional methods to modern activating methods. It can become a tool and an inspiration for each of economic subjects in the adoption and subsequent implementation of modern teaching methods, since it contains a procedure for their application. The intention of the processing of the research problem and solved in the framework of this thesis was to contribute to pedagogical theory and practice the findings supporting the need for qualitative changes in the process. It offers practical recommendations and observations, how should a teacher of economic subjects at secondary vocational schools to proceed with the introduction of modern activating methods. The chosen research methods and processes to provide a relatively large amount of data, the processing to get a deeper insight on the role, effectiveness and applicability of modern teaching methods in the environment of the contemporary secondary economic education.
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Fišerová, Marie. "Využití problémového vyučování při výuce účetnictví na středních školách." Doctoral thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-74995.

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This dissertation deals with the possibilities of using the teaching methods offered by the concept of teaching through problem solving in accounting education in business academies and economic lyceums. The main aim of this type of teaching should be above all the introduction of accounting as an important part of the students' economic thinking. The use of problem-based teaching is especially useful when explaining topics fundamental for the understanding of the basic principles of accounting. Accrual Basis Accounting being one of these topics, the thesis presents didactic material suited for problem-based teaching of this subject matter. It falls into the area of didactics of accounting, i.e. a scientific discipline deriving from the didactics of economic subjects.
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Nováková, Petra. "Aktivizace žáků v ekonomických předmětech oboru vzdělání Obchodní akademie." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-76140.

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The thesis is focused on the basic principles of activation methods as a useful tool for complementation and diversification of the education process. Every method is distinguished in a way that the reader can consider applicability of its use and its significance. The thesis should draw attention to advantages of activation methods when compared to standard direct teaching and introduce the reader to some non-standard methods. Included is a questionnaire research among students and teachers of two commercial academies as well as an outcome of the research. Its aim is to determine whether teachers of the commercial academy use activation methods during the education process of specialised subject and whether students perceive them. Complex evaluation of the questionnaires and interconnection of the results - answers from the students and teachers will help us to evaluate teaching methods used at given schools and knowledge of activation methods by the teachers themselves. To conclude, an analysis of the up-to-date state will be made, based on the outcome of the research, and proposition of possible improvement of the education process will be drawn.
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HALTUFOVÁ, Lucie. "Využití aktivizačních metod ve výuce cizích jazyků." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-79503.

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The submitted diploma thesis deals with the use of activating methods in foreign language tuition. The thesis aims at finding out which teaching and activating methods are used by teachers in foreign language tuition most often, and what the advantages and disadvantages of activating methods are. The theoretical part of the thesis deals with activity and creativity in lessons and with teaching methods. The research part of the thesis is based on questionnaire survey that foreign language teachers took part in. The survey results contribute to the finding which teaching methods are employed to teach foreign languages at primary and secondary schools at present.
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Bugová, Tereza. "Využití aktivizačních metod ve výuce přírodopisu na druhém stupni základních škol." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-436607.

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This thesis deals with activation teaching methods used during biology classes at lower secondary school. The thesis is divided into theoretical and practical part. The first part deals with curricular documents and its relationships to activation methods, to a goal of elementary education and to a goal of activation teaching and above all to a characteristics of individual activation methods. The second part describes a selected topic of food chains. At the beginning, there is an enumeration of selected food chains from eight different environments. Furthermore, a suggestion for a teaching method, which complements the list of food chains, is presented here, as well as drawings of images, which have been created specifically for the purpose of the thesis. As a component of the second part of the thesis, there is an evaluation of a form, which has been presented to children electronically, since the suggested teaching method has not been practicable as a consequence of closed schools in the second half of the school year due to the coronavirus epidemic. The goal of this thesis is to prepare and to test a selected teaching class on the topic of a food chain and drawings of images, which might serve as a teaching material for current as well as future teachers. KEYWORDS active learning, activation...
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TOBOLKOVÁ, Kateřina. "Srovnání efektivnosti výuky pomocí inovativních a klasických metod." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-53035.

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The aim of the thesis is to compare the efficiency of innovative and traditional teaching methods. In the theoretical part the particular traditional and innovative methods and procedures are described which can be applied in the educational process. In the practical part the goal was to find out which teaching methods are used by the primary school teachers and which of them are most effective. Further, to compare the efficiency of teaching applying innovatice and traditional methods in natural history lessons in grade four. A questionnare was used to establish the most effective and mostly used teaching methods. It follows from the results that teachers most often use the methods of explanation, texts, pictures, educational games, group and co-operative forms of work and discussion. Most teachers respond that for pupils´ learning the innovative methods are more effective. An experiment was carried out during which both traditional methods (narration, explanation, work with a text) and innovative methods (group work and brainstorming) were applied. The results showed that for pupils´ learning the traditional methods were more effective. This result was caused by the fact that the innovative methods were more time-consuming.
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Smékalová, Marie. "Aktivizující metody ve výuce ruského jazyka na základní škole." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349389.

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The objective of this diploma thesis is to explore the possibilities of using Learner- centred methods in teaching Russian language. The thesis deals with Learner-centred methods in teaching Russian language at elementary schools and offers a didactic material based on this methodology. Withn the theoretical framework of the thesis the basic concepts are defined as well as the Communicative approach towards language teaching is characterised and discussed. Learner-centedred methods are viewed not only as a useful tool for more effective language learning, but also as an unseparable part of Communicative Language Teaching (CLT). Drawing on CLT, the communicative criterion is applied in the following classification of Learner- centered methods. Using the Learner-centered methodology, the practical part of the thesis offers a didactic material. The materiel is intended for Rusisan language students and was tested in Elementary schools. In the last part of the thesis the material is analyzed. On the basis of this analysis conclusions are drawn and possibilities of Learner-centered methods in Russian language teaching are described. KEYWORDS: teaching methods, Learner-centered teaching methods, foreign language teaching, Russian language teaching, didactic material
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Kazda, Martin. "Finanční vzdělávání pro SŠ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329366.

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The main goal of this diploma work is to create a concept of one-year two-hour seminars teaching financial literacy at high school. Its content is in accordance with the standards of financial literacy that were defined in the document " The system of establishment of financial literacy at primary and secondary schools ", and which have been implemented in the RVP of high school and secondary vocational education in 2009. In particular, constructivist approach is being applied in the teaching to whose implementation using appropriately chosen teaching methods that are designated in the methodological recommendations of Pedagogical Research Institute. Following teaching materials are drawn up for each thematic unit seminar (household management, prices and money, financial markets, interest and interest calculation, financial products, financial planning and consumer protection): the recommended sequence of intermediate tutorial, theme, tutorial, tutorial presentations, pupil outputs, input and output test. The other goal of this diploma work is a small research through a questionnaire with closed issues, whose main aim was to map out the teaching of financial literacy at secondary schools in the Czech Republic. Keywords Financial literacy, Financial education, Activating teaching methods
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SVOBODOVÁ, Tereza. "Podněcování aktivity žáků na SŠ ve výuce německého jazyka." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-54999.

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This diploma thesis deals with the activation of activities teachers, which has a stimulating effect on the activities of students in learning the German language at secondary schools in Jihocesky county. German language was chosen purposely, because the most important thing while teaching foreign languages is to involve the student into a mutual communication as much as possible. The student has to be very active to be able to assume the foreign language. This thesis is divided into theoretical and research. The theme of this thesis is to release the ways how teachers stimulate the activity of pupils in the German language teaching. It is also important to find out if there is any interaction between the activation of activities teachers and a student?s activity during the lesson. We can get to know this interaction by statistical calculations. Among one of the methods of quantitatively directed analyses belongs standardized method of observation, which was used right for this research. To be specific it was an interactive analysis. There was applied Flanders observation system for an activity of a teacher and Tabers observation system for an activity of a student. There are described various ways and methods how to stimulate a student to be more active.
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Books on the topic "Activating teaching methods"

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Activating Assessment For All Students Differentiated Instruction And Informative Methods In Math And Science. Rowman & Littlefield, 2013.

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Book chapters on the topic "Activating teaching methods"

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"Chapter 8. Activating intuitive heuristics." In Beyond Methods: Macrostrategies for Language Teaching, 176–203. Yale University Press, 2017. http://dx.doi.org/10.12987/9780300128796-010.

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Bertrand, Marja, Hiba Barek, Immaculate Kizito Namukasa, and Rachelle Campigotto. "Making and Active Learning in Higher Education." In Handbook of Research on Active Learning and Student Engagement in Higher Education, 1–26. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9564-0.ch001.

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In this study, the authors researched, designed, and implemented maker education opportunities into teacher candidate training, specifically in elementary mathematics and science methods courses. To investigate the impacts of active learning and maker education models in the teacher education program, the researchers observed, interacted with, and asked teacher candidates (1) which instructional design practices were helpful, (2) what they learned (i.e., knowledge gained, effective pedagogies, and teaching methods) and (3) what were the impacts of these learning opportunities in the context of learning to teach mathematics and other STEM subjects? The Maker Ed workshops involved creating opportunities for teacher candidates to gain experience of how to make, exploring ways to incorporate making in a variety of contexts and then extending this learning to their own pedagogy. To better prepare students for the workforce and everyday living, life skills, transferable skills, and workforce competencies need to be taught through student-centered and activating instructional practices.
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Vladimirovich Zakharov, Alexander, Alexander Vladimirovich Kolsanov, Elena Viktorovna Khivintseva, Vasiliy Fedorovich Pyatin, and Alexander Vladimirovich Yashkov. "Proprioception in Immersive Virtual Reality." In Proprioception. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96316.

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Currently, in connection with the advent of virtual reality (VR) technologies, methods that recreate sensory sensations are rapidly developing. Under the conditions of VR, which is an immersive environment, a variety of multimodal sensory experiences can be obtained. It is urgent to create explicit immersive environments that allow maximizing the full potential of VR technology. Activation of the proprioceptive sensory system, coupled with the activation of the visual analyzer system, allows you to achieve sensations of interaction with VR objects, identical to the sensations of the real physical world. Today, the activation of proprioceptive sensations is achieved using various devices, including robotic ones, which are not available for use in routine medical practice. The immersive multisensory environment makes it possible to significantly personalize the rehabilitation process, ensuring its continuity and effectiveness at various stages of the pathological process and varying degrees of severity of physical disorders, while significantly reducing the burden on the healthcare system by automating the rehabilitation process and objectively assessing the effectiveness. Further development and increased availability of VR technologies and devices that allow achieving an increase in immersion due to sensory immersion will be in great demand as a technology that allows teaching patients motor skills.
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Zaskalieta, Svitlana. "ORGANIZATION OF INDEPENDENT COGNITIVE ACTIVITY OF STUDENTS IN FOREIGN LANGUAGE CLASSES." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-5.

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The purpose of this article is to analyze the domestic and European experience in organizing the cognitive activity of students in foreign language classes, to identify its main ways of activation. The main direction of development of modern humanitarian education in Ukraine is to increase the level of higher education to European. Entering the European educational space. Ensuring the quality of education, modernization of its content, development and implementation of educational innovations and information technologies, creating conditions for training a specialist suitable for effective implementation of innovative tasks of the appropriate level of professional activity is an urgent task facing higher education institutions. One of the priority areas of education reform is the need to achieve a qualitatively new level in the study of foreign languages. Unlike other subjects, a foreign language is a whole field of knowledge, as it reveals to a person the treasury of a foreign language culture, new lifestyles. Ukraine's integration into the world community requires perfect command of foreign languages. The article highlights the current problems of modernization of higher education and identifying ways to enhance the independent cognitive activity of students in foreign language classes. Particular attention is paid to the characteristics of the most effective methods of teaching English in higher education. As a result of theoretical analysis and experience of work of university teachers on new educational and methodical complexes the aspects which remained out of attention of scientific researches are revealed. These include the methodological potential of the organization of independent cognitive activity of students, as well as the use of interdisciplinary links in foreign language classes. The realization of this idea is impossible without the development and implementation of appropriate learning technologies. Among the approaches, the author singles out the introduction of an interdisciplinary approach.
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Conference papers on the topic "Activating teaching methods"

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Micieta, Branislav, Vladimira Binasova, Marta Kasajova, and Gabriela Gabajova. "USING ACTIVATING TEACHING METHODS FOR IMPROVING STUDENT MOTIVATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2129.

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Vojtekova, Jana. "ACTIVATING METHODS FOR GEOGRAPHY TEACHING IN OUT-OF-SCHOOL ENVIRONMENT." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.004.

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Ivanova Vassileva, Radost, Angelos Angelopoulos, and Takis Fildisis. "Possibilities for Activating Teaching of the Course “Methods and Technique of the School Physics Experiment”." In ORGANIZED BY THE HELLENIC PHYSICAL SOCIETY WITH THE COOPERATION OF THE PHYSICS DEPARTMENTS OF GREEK UNIVERSITIES: 7th International Conference of the Balkan Physical Union. AIP, 2010. http://dx.doi.org/10.1063/1.3322383.

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Tureková, Ivana, Jozef Harangozó, Peter Brečka, and Monika Valentová. "THE IMPACT OF ACTIVATING TEACHING METHODS ON STUDENTS' RESULTS AT THE TIME OF CORONAVIRUS DISEASE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0796.

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Kaplanova, Veronika. "Возможности активизации учеников при обучении иностранному языку с использованием икт (с учётом рки)." In Пражская Русистика 2020 – Prague Russian Studies 2020. Charles University, Faculty of Education, 2020. http://dx.doi.org/10.14712/9788076032088.7.

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This article deals with the possibilities of using selected activating methods and organizational forms of teaching in the context of the use of information and communication technologies. Activating methods are analysed from the theoretical point of view, especially with regard to problem solving, constructing new knowledge, acquiring communication and intercultural competence, motivation, cooperation and the development of the pupil's personality. It also describes their advantages and disadvantages or limits. Additionally, the article presents practical examples useful for lessons of Russian as a foreign language.
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Nemejc, Karel, Radmila Dytrtova, Katerina Tomsikova, and Jiri Sedivy. "Didactic Approaches to the Application of Cross- Curricular Topics in Secondary Vocational Education." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.039.

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Modern society is often referred to as a society of knowledge and information. In this context, activating methods are experiencing a renaissance. Such methods offer students the opportunity to progress to perceive more accurately and comprehensively, recognize and experience stimuli, develop their perception and thinking, effectively solve problems, communicate and act objectively and successfully. It can be an active teaching and learning that is the way that can contribute to such a goal in the era of systematic cognition and differentiation of information, raising living standards, changing lifestyles, and globalizing the world. The question is how to bridge this epoch in the sense of preparing students for their active roles as inhabitants of the planet, accepting a responsible way of life in line with sustainable development. It is especially important for environmental education to understand the context and learn interdisciplinary, comprehensively, to be able to distinguish values, to take interest in and get to know one's surroundings, to discover, to take the initiative and to be sensitive and receptive as well. Therefore, it is necessary to think about the didactic methods that teachers use in their lessons and focus on activating methods and forms of teaching, leading to the fulfilment of such sub-objectives. In this context, the aim of the paper is to introduce and analyse new activating didactic approaches to the implementation of the cross-curricular topic “Man and the environment” as designed by graduate students of the Institute of Education and Communication at the Czech University of Life Sciences Prague between the academic years 2019 and 2020. Didactic approaches (such as project-based learning, field learning with the support of worksheets, and the use of nature educational trails) applicable in practice were designed for selected localities, focusing on increasing the interest and awareness of secondary and secondary vocational school students about their surrounding natural environment.
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Blažková, Hana. "THE USE OF ACTIVATING TEACHING METHODS WHICH CONTRIBUTE TO THE DEVELOPMENT OF THE READING LITERACY OF PUPILS AT THE CZECH ELEMENTARY SCHOOLS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1648.

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Haberman, Bruria, and Yifat Ben-David Kolikant. "Activating “black boxes” instead of opening “zipper” - a method of teaching novices basic CS concepts." In the 6th annual conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/377435.377464.

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Lembeck, Martin, and Otto Petrovic. "D-Move: A sociotechnical environment to provide experience- based learning to digital natives." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2854.

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Digital natives grew up in the world of digital media and live in it. They have different learning styles, call for other teaching methods, and are using different means of communication in their learning processes. In this paper the D-Move learning environment is presented and evaluated. It offers digital natives an experienced-based learning environment and is perceived by the learners as superior to traditional learning based on case studies with regard to activation, satisfaction with the learning process, and satisfaction with the learning environment. At the same time D-Move is used as a research environment to better understand disruptive innovations in the world of digital. The underlying assumption is that a better understanding of already existing differences between digital natives and their parent generation will bring insights into future large scale transformation processes. The main two components of D-Move are a module to support Delphi studies with online and offline components as well as a module to capture, annotate and structure real world experiences to support the Delphi contributions.
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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study
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