Learn in different ways – the choice is yours!
- Concentrate on reading the text, examine the pictures and discuss the topic in small groups.
- Teach and help others.
- Make a concept or mind map.
- Do the exercises in your textbook.
- Follow the media and collect stories that interest you.
- Make an excursion and collect materials to study.
- Watch a document or video and take notes.
- Make your own teaching video or animation.
- Share the results of your work (e.g.Facebook, Instagram)
- Create photo collages with captions.
- Interview and take notes.
- Prepare an oral presentation or tach the class something.
Collect all your works at the same place and build a portfolio of your learning.
- I can use terms that are characteristic of biology.
- I understand cause and effect relationships.
- I can use appropriate research equipment.
- I can make small scale studies and report the findings.
- I can study individually at my own pace.
- I can study collaboratively.
- I show effort and take responsibility of my learning.
- I am able to use ICT.
- I can process and analyze information and present it to others in a meaningful form.
- I know the principles of sustainable living.
- I can describe the factors that contribute to the wellbeing of animals.
- I can describe sustainable food production.
- I can describe how biological knowledge can be used in everyday life.
Pupils can learn for example in the classroom, in the school’s lobby, in the schoolyard or nature and in virtual environments.
Technology plays significant role in every lesson: pupils can use their own phones and tablets and computers.
Pupils can also choose the amount of homework. However, I recommend that pupils at least read the textbook and watch some videos related to topics.
Thus, through their own choices, pupils learn different skills and build their own paths of learning.
Short lectures simplify the content
Teacher’s lectures are short and “simple”. I do not lecture all theory. Pupils find the theory in their textbooks or on the internet.
The focus and main goals of the lectures are
- wake up pupils’ interest
- key issues
- build up entities and phenomena
- cause and effect relationships and
- clarification of issues and content (e.g. explaining issues that are most difficult to understand).
Learning assessment methods are diverse
The curriculum describes what kind of competence is required for an assessment grade of 8 (good) in every subject in 9th grade. So in biology and geography too.
In biology and geography there is no final exam. Instead of it there are many other ways to measure pupils' learning.
There are several checkpoints or tests inside and between subject entities. These are tests which are self-assessed by the pupil. In that way tests include a self-evaluation on how well pupil has achieved goals and understands the basic contents of biology and geography. The pupils can take the test again – and again. Until they are satisfied.
Methods for assessment:
- observing the learning process
- evaluative discussions
- self and peer evaluations
- evaluation of exercises, tasks: digital collages of different organisms, research, laboratories and reports, concept maps, studybook exercises, oral presentations, etc.
- questionnaires, tests and exams: species recognition tests, cheat if you want – tests / open books exams, group exams, etc.