teach out of the box or kívül tágasabb. the box 1. traditional way of teaching 2. classroom

TEACH OUT OF THE BOX

Or

Kívül tágasabb

THE BOX

1. Traditional way of teaching

2. Classroom

WHY PBL?

1. My personal experiences

+2. No connection between classroom

material and real-life situations3. Students have different abilities

MULTIPLE INTELLIGENCE

Types of MULTIPLE INTELLIGENCE

• Linguistic intelligence („word smart)

• Logical-mathematical intelligence („number/reasoning smart)

• Spatial intelligence („picture smart”)

• Bodily-kinesthetic intelligence („body smart)

• Musical intelligence („music smart)

• Interpersonal intelligence („people smart)

• Intrapersonal intelligence (self smart)

• Naturalist intelligence („nature smart)

TRADITIONAL FOCUS ON:

• Linguistic intelligence

• Logical-mathematical intelligence

CHARACTERISTICS OF LINGUISTIC LEARNERS

• Likes to: read, write and tell stories• Is good at: memorizing names,

places, dates and trivia• Learns best by: saying, hearing

and seeing words

CHARACTERISTICS OF LOGICAL/MATHEMATICAL

LEARNER

• Likes to: do experiments, figure things out, work with numbers, ask questions and explore patterns and relationships

• Is good at: maths, reasoning, logic and problem solving

• Learns best by: categorizing, classifying and working with abstract patterns and relationships

BUT

To solve a problem you need several intelligences

CHARACTERISTICS OF SPATIAL LEARNER

• Likes to: draw, build, design and create things, daydream, look at pictures/slides, watch movies and play with machines

• Is good at: imagining things, sensing changes, mazes/puzzles and reading maps, charts

• Learns best by: visualizing, dreaming, using the mind’s eye and working with colours/pictures

CHARACTERISTICS OF BODILY/KINESTHETIC

LEARNER

• Likes to: move around, touch and talk, and use body language

• Is good at: physical activities /sports, dance, acting) and crafts

• Learns best by: touching, moving, interacting with space and processing knowledge through bodily sensations

Characteristics of Musical Learner

• Likes to: sing, hum tunes, listen to music, play an instrument and respond to music

• Is good at: picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time

• Learns best by: rhythm, melody and music

CHARACTERISTIC OF INTERPERSONAL LEARNER

• Likes to: have lots of friends, talk to people and join groups

• Is good at: understanding people, leading others, organizing, communicating, manipulating and mediating conflicts

• Learns best by: sharing, comparing, relating, cooperating and interviewing

CHARACTERISTICS OF INTRAPERSONAL LEARNER

• Likes to: work alone and pursue own interests

• Is good at: understanding self, focusing inward on feelings/dreams, following instincts, achieving own goals and being original

• Learns best by: working alone, individualized projects, self-paced instruction and having own space

CHARACTERISTICS OF NATURALISTIC LEARNER

• Likes to: be outside, with animals, geography and weather, interact with the surroundings,

• Is good at: categorizing, organizing a living area, planning a trip, preservation and conservation

• Learns best by: studying natural phenomenon, in a natural setting, learning about how things work

So, if you like…..

Go out of the classroom with them

and be a bit different!

Motto:

• „TELL ME, AND I WILL FORGET,

• SHOW ME, AND I MIGHT

REMEMBER,• INVOLVE ME,

AND I WILL LEARN.”

PROJECT-BASED LEARNING

• What’s this? Involve students in real-life tasks and let them discover their own capabilities to get to a solution

• Why should we use this?An opportunity for students to work on

problems in the real worldAn opportunity for teachers to develop

certain abilities of studentsAn opportunity to make the „bad

excellent”

An opportunity to have fun

ADVANTAGES • Learner centred• Motivates students• Students are actively engaged in the task• Encourages cooperative learning• Requires the students to produce a product• Challenging• Gives control over students’ own learning• Develops multiple intelligence• Develops abilities: e.g. cooperation,

responsibility, self-control, self-assesment, solidarity

• Interdisciplinary: integrates several subjects• Chance of SUCCESS even for weaker learners!!

DISADVANTAGES

• Time consuming• Engergy consuming• Dominance of certain students• Students might lose interest

TEACHER’S ROLE

• helper• facilitator• motivator • coordinator• advisor

FORMING GROUPS

• Friends –the best• At random – risky• Teacher chooses

- risky

STEP BY STEP

1. Choose the topic2. Make a plan3. Schedue the time4. Monitor the progress5. Assess the outcome6. Evaluate the experience

THE TOPIC

• Any – but real-world• Poses a problem or situation• Meets the needs of learners with

various skills• Has a solution• Relevant for students

THE PLAN

• Involve students• Utilise curriculum• Integrate subjects• Know what resources/materials

are available

THE TIME SCHEDULE

• Give timeline• Give milestones• Be flexible but insist on

agreements

MONITORING

• Keep an eye on progress• Give responsibility• Total involvement• Provide guidance• Watch group dynamics

ASSESSMENT OF END PRODUCT

• Feedback on performance• Set standards• Evaluate progress• How to be more effective• Students’ self-assessment• Same marks/different marks?

EVALUATION OF PROJECT EXPERIENCE

• Important• Share feelings and experiences• Discuss what worked well• Discuss what to change• Share ideas that will lead to new

questions and new projects

What do my students say?

LET’S SEE SOME

•EXAMPLES

FOUNDING YOUR OWN COMPANY

Number: small groups of 3-4 students

Goal: to design• Name• Logo• Location• Product• Employees• Markets

• Turnover• Strong points• Weak points• Business

partners• Future plans• History• Your position

CORRESPONDANCE

Aim: to practise business letter-writing

how to write - enquiries - offers - orders - letters of complaint

THE SOCIETAL MARKETING CONCEPT AT IKEA

Goal:to see how the concept works in

real life Process:• Pre-studies to task• Compiling a

questionnaire• A visit to IKEA• Pairs accomplish

task• Pairs prepare

presentation • Evaluation• Feedback

Important: • collecting examples• students’ opinion –

likes or dislikes• Suggestions for

improvements

Shopping at IKEA

Topic: The buying processGoal: to examine - need recognition - info sources - evaluation of information

gathered - purchase decision - after- purchase situation

VISITING A SHOPPING CENTRE

Aim: see the differences between various retailers, shop arrangements and services

Process:• Choose a shopping centre• Brainstorm on what to

examine• Prepare a list of points• Compile the

questionnaire• Choose shops and pairs

• Field study• Analyse info• Prepare

presentation• Give presentation• Evaluate• Feedback

The MCDONALD’S STORY

Aim: to see how the biggest fast food shop works, what philosophy they have

Examine:• marketing

philosophy• Customer-

orientation• Target group• Service

• Price• Food choice and

quality• Shop interior• Environmentalism• Likes• Dislikes• Suggestions

Alkoss kéket

• EU studies• Interpretation at students’ level• Creativity• ICT • Competitiveness

Lili Campaign

DRAMA PROJECTS

COMENIUS SCHOOL PARTNERSHIPS

• Two years• Minimum 3 schools needed• A large number of students and

teachers can be involved• Interdisciplinary• Enhances language

comprehension• Improves communication• Develops all skills

THE RESULT IS ……………

THANK YOU

Kovács Zsuzsanna

Berzeviczy Gergely Közgazdasági és Két Tanítási Nyelvű Külkereskedelmi Szakközépiskola

piccadillybt@gmail.com