Experiential – Communicative Teaching Method
This teaching method is linked to children’s experiences and their personal needs. Equal communication, dialogue, information gathering, sharing of concerns and discussion of issues make teaching lively and learning becomes an active process, thus opening the “window” for action, research, discovery, argumentation, mutual support, cooperation and understanding.
Discovery Method
It is based on the theory of student-centered learning. The student himself discovers knowledge. Exploration is a process that can give children the impetus so that they learn to handle their environment actively and get satisfaction from it, having solved problems on their own. Its aim is to motivate students to use the information and knowledge they possess to solve problems and this can be done under many different conditions. After all, a basic principle of the theory is that the student can approach knowledge and new skills through experimentation and practice.
Collaborative Teaching Method
The group way of working promotes the development of the child’s social identity and is an important motivation for learning, as children alternate roles and responsibilities. Students are divided into small working groups and work on their topics as a group. Thus, children are activated, competitiveness in the classroom environment is reduced, they exchange experiences and collaborate creatively.
Cultivating Metacognitive Skill
Students are trained to be able to plan and monitor their learning, set their own learning goals and correct their mistakes (self-regulation). They learn to organize experiments, evaluate their arguments, solve problems or propose alternative solutions, ask themselves questions (“How well am I doing?”), develop pragmatic knowledge, reconsider their proposals, be aware of the ideas and strategies they use (reflection).
Project-Based Learning (PBL)
Project-Based Learning is based on the development of interdisciplinary-research tasks that enable the student to develop necessary skills, through his active participation in carefully planned research activities, structured around authentic problems. This methodology promotes the search and evaluation of information, the negotiation of ideas, the design and planning of actions, the drawing of conclusions, the development of deliverables, as well as the presentation of the results of interdisciplinary/research work to an audience.
Use of Sources – Research
Our students don’t just stick to textbooks for their research. Sources of knowledge for them are also everyday life situations, the internet, educational visits, the world around them, the teacher. In the Reading Room and the IT Laboratory, children research and gather information. They evaluate sources, manage information, select and update their knowledge by researching a variety of subject areas.
Teaching supervision tools
In the learning methods we have chosen, we make the most of any material means or experiential process that can contribute to a more effective understanding of theoretical concepts and the transmission of knowledge, mobilizing the senses and experiences of the students in the learning process. Computers, interactive whiteboards and rich digital electronic material aim to develop children’s observation and critical thinking.