How to create efficient classrooms and improve teaching quality

How to effectively attract, inspire, and promote student participation in the more than 40 minutes of class is a major problem that teachers face in creating an \”efficient classroom.\” Today, Doudehui provides you with some small ideas and tips to make students\’ participation more active and proactive. How to achieve efficient classroom methods and approaches 01 Idea 1: Group leader communication The group leader is the core figure of group cooperation. With different group leader abilities, the quality of group cooperation will naturally be different: some groups appreciate and encourage each other, and some groups Full of contradictions, accusations and complaints. The \”team leader exchange\” strategy is to improve the quality of cooperation in weak groups and expand the culture of high-quality cooperation groups through the adjustment of team leaders. 1. Basic operation: Ask the leader of the \”Excellent Group\” to become the leader of the \”Problem Group\”; the \”Excellent Group\” will create a new leader; and the leader of the \”Problem Group\” will join the \”Excellent Group\” to study , feel its culture. This strategy can be extended to \”communication recorder\” and \”communication encourager\”; no matter what role you change, the teacher\’s leadership must be in place, such as holding a team leader working meeting to communicate successes and failures, and summarize work methods. 2. Warm reminder: Affects the quality of cooperation in the original group: Two conditions should be met for using this strategy: the original group has formed a stable cooperation culture; the original group has members who can replace their roles, and they will be \”on the job\” for 1-2 weeks before returning. original group. 02 Creative idea two: Changing books to read Reading aloud is an important basic skill, but small problems such as missing words, added words, typos, etc. are a headache. If you use this strategy when students and peers check each other, you will have unexpected results. Basic operations: Form a two-person reading cooperation group; before reading aloud, partners exchange textbooks with each other, and use each other\’s textbooks for the next step of study; when reading aloud, students mark each other\’s mistakes in each other\’s books. When student A reads aloud, student B must Mark Student A\’s mistakes on A\’s textbook; after the reading, both parties tally up the other\’s mistakes, tell them where they are, and return the book to the other party. Read aloud again, paying attention to the errors that your partner marked in their own textbook. This strategy can also be extended to reading-related content in other subjects. 03 Creative idea three: Interviews with companions are often shallow in communication. If there is an interview or questioning similar to a TV show, the effect will be better. “Interviewing” is one such strategy. Through interviews, a question-and-answer situation is created to promote in-depth thinking. 1. Basic operation: First, challengers design questions for the assigned tasks, while other students prepare. Secondly, based on the designed questions, students in the group are asked in a targeted manner. Based on their answers, the challenger conducts deeper questions: \”What do you think about this question?\”, \”Why do you think this is like this?\”, \”Are there any other possibilities?\”… Others can also add and improve. If you get used to this method and apply it in daily communication, the communication between students will naturally deepen. 2. Warm reminder: The design of student questions is simple, dogmatic, and without depth – the teacher provides templates for students to use. Like to ask biased and difficult questions – using the teacher\’s questions, the questioner can prepare more questions and let the respondent choose from them. 04Idea 4: Ask three times. Like the \”Interview\” strategy, \”Question three times\” is also a strategy to promote in-depth communication with students, but this strategy is more in-depth. 1. Basic operations: Focus on a problem and guide the communication to deepen through continuous questioning. Here are some templates for follow-up questions: ·I don’t understand what you said? ·How did you know? ·Why do you say this? ·If so, then…·Where can we see it? ·Can you put it another way? , please give an example. ·What are the similarities and differences between your point of view and A’s point of view? ·Is your point of view related to B’s point of view? ·How does your point of view relate to… from the previous lesson? ·Do you support or oppose A’s point of view? The process of questioning is also a process of in-depth understanding. 2. Warm reminder: Questioning among students is often off topic – ask teachers to demonstrate dialogue with students so that students can understand; how to ask questions – post the template in a conspicuous place such as the wall so that primary school students can see it at any time; set up questioners. 05 Creative idea 5: Group summary The group cooperation is very lively, but when the group summarizes the opinions from the end time, the students often cannot explain clearly. They just talk without summarizing… If there is a \”group summary\”, it will be short A minute or two can solve this problem. 1. Basic operation: Two minutes before the end of cooperative learning, the teacher (or time reminder) reminds everyone: Stop the discussion now and start sorting and summarizing the collective opinions. Therefore, regardless of whether the learning task is completed or not, the person in charge should organize everyone to stop the discussion and enter the summary. During the refining process, organizers can use the following template: ·Let’s take a look and see if our group’s point of view is… and what other opinions do you have on our group’s point of view… ·After discussion, the core point of view of our group is… …2. Warm reminder: It is easy for students to have arguments when summarizing – classify controversial viewpoints and non-controversial viewpoints. When communicating at the end, you can directly tell everyone that \”our group has two different viewpoints…\” When summarizing, students also If you can’t remember what you just said – keep a record of the group and use a notebook when communicating. Not enough time – set up a group time reminder: use music as a reminder: two minutes before the end of the collaboration, play \”music\”. When the music sounds, it means It should enter the summary stage. As soon as the music stops, the cooperation time is over. 06 Idea 6: Visitor \”Visitor\” is a cross-group communication strategy. He can get all students active. Group members determine the relationship between \”receiver\” and \”visitor\” There are two roles of \”visitor\”. Receptionist: Responsible for introducing the results of the group to visitors and explaining their questions. Generally, there is one \”receptionist\” for each group. Visitor: The other students are \”visitors\” and are responsible for going out Go to other groups to learn and communicate. Each \”visitor\” is responsible for visiting a group. With a few visitors, you can understand the views of several groups, and finally return to the group to introduce the results of the \”visit\”. 1. Basic operations: (1) Group Cooperate, discuss together, and summarize the group\’s views. (2) \”Visitors\” go out to other groups, listen to other people\’s introductions and record them; \”receivers\” receive visitors, introduce the group\’s views, and answer other people\’s questions. (3) ) visitors return to thisAs a group, improve the group’s views based on the information learned during the trip; summarize the group’s final views. 2. Warm reminder: It is inconvenient for students to move around, especially in large classes -: expand in a small area, such as between four adjacent groups, use \”drifting books\”, \”book\” moves and \”people don\’t move\”. 07 Creativity Seven: \”Visitors\” in the \”Drifting Book\” are students who go to other groups to communicate, while \”Drifting Book\” means students stay still in their seats, and the group\’s \”record book\” drifts between groups. The \”Visitor\” strategy is suitable for small classes, and the \”Drifting Book\” is suitable for small classes. The strategy is suitable for large classes. 1. Basic operations: (1) Each group organizes the group’s opinions in the record book. (2) 3-5 groups form a communication unit, and circulate the record books of each group downwards in turn; When doing this, record the wonderful views of other groups, and you can also annotate your own opinions in his group’s notebook. 3 When the notebook drifts back to this group, this group understands many other groups’ opinions and also discovers other groups’ opinions. The opinions put forward by the group will be used by the group members to improve the opinions of the group. 2. Warm reminder: In order to facilitate communication, you can add a \”feedback form\” next to the rafting book to help with analysis. The format is as follows: 1. Our opinions: (write The results of your own discussion) 2. Supplementary opinions (write your own opinions for revision) 3. Welcome your opinions 08 Idea 8: Theme learning group If there is a lot of teaching content, there will be insufficient time for communication. The \”theme learning group\” is to break down the content. Each person participates in a topic and finally shares it collectively. 1. Basic operations: (1) Determine small topics: Determine a number of small topics around the overall teaching goal. The number of small topics should be the same as the number of group members, so as to ensure that members of the same learning group receive The themes are different. 2) Establish a theme research group: 3-5 adjacent groups form a learning unit, and students in each group who get the same theme form new groups across groups. (3) Organizational learning: around Organize discussions on common issues to ensure that you become an \”expert\” on this topic. (4) Return to the group: After the study, each \”expert\” takes turns to introduce his or her \”research results\” to the group members, and is responsible for ensuring that the group members understand Basic understanding of one\’s own results. (5) Form an understanding of the problem: Integrate everyone\’s results into an understanding of the problem, and then share. 2. Warm reminder: Who organizes and forms an expert group – determine a certain group as the host group, The members of this group are all moderators. Failure to remember the conclusions of the comprehensive theme study group discussion will affect the group\’s communication – record the content of the discussion; you can use carbon paper, etc., in triplicate, ensuring one copy for each person. 09 Creative idea 9: Set up The teaching activities are designed as \”challenge battles\”, and the \”challenge master\” and \”challenger\” are determined. One group competes, and the other groups challenge, and master the knowledge in the challenge and challenge. 1. Basic operation: Determine one group as the \”challenge\” The other groups are the \”challenge\” side. The \”challenge leader\” first introduces the point of view to everyone, the challenger challenges, and the challenger explains. During the challenge and challenge, both parties improve their views and clarify their ideas. The points for setting up the stage are \”there are There are two types: \”prepared to challenge\” and \”improvised to challenge\”. \”Prepared to challenge\” means that the \”champion\” and \”challenger\” have been determined in advance, and both parties have prepared in advance. And \”improvised to challenge\” isThe \”champion\” and \”challenger\” are determined on the spot. In \”Prepared Challenge\”, in addition to preparing an understanding of the problem itself, the challenger can also predict what questions the challenger will ask. Of course, the challenger can also design challenge questions. In order to improve efficiency, learning tasks can also be combined with pre-class previews. When broadcasting, it is best for the main team to stand (sit) on the podium together and accept the big challenge together. 2. Warm reminder: Students like to get into trouble – in addition to preparing the answers to questions, the \”challenge\” also needs to predict possible problems; teachers provide timely guidance and promptly stop worthless and off-topic challenges; teachers pay attention to grasp the discussion Rhythm, guide the challenge, and prevent the challenge from being too scattered; the challenger finds that this question is not related to the theme, and can say, \”This topic has little to do with this theme,…\’Chai Zhu\” does not know how to answer -·When encountering a difficult problem, \”Chai Zhu\” \”The leader\” can ask for a \”adjournment\” for a two-minute discussion, ask for help, and invite challenge members to help; cannot remember the challenger\’s point of view – the challenger writes his or her point of view on a small blackboard or large white paper and posts it; it is easy to become someone The stage where some good debaters perform can easily embarrass the weak – you can name the challenge: limit the number of times each person can speak: students with weak ability will take the notebook and introduce their group\’s views first. 10Creativity 10: Reporting to Others During group communication, students often only care about their own opinions and don’t pay enough attention to others. The \”reporting to others\” strategy asks students to report on other people\’s or other groups\’ perspectives, so they have to pay attention to others\’ perspectives. Basic operation: This strategy needs to be used in conjunction with other strategies. Use strategies such as \”blackboard recording\”, \”communication wall\”, and \”drift notebook\” to create conditions for \”reporting others\’ opinions.\” Before collective communication, tell everyone: do not report the views of this group, but report the views of other groups. , and express their own opinions. The group or classmates being reported can respond to the reporter’s support, doubts or objections. 11 Creative No. 11: Information feedback card (group personalized desk calendar) will be the carrier of group culture construction in efficient classrooms – the group The card is transformed into an information feedback card. The method is that each group puts a regular tetrahedron on the table and paints a different color on each surface. Red means that the group cooperative learning encounters a problem that the group cannot solve and needs to ask the teacher or The leader of the study group asks for help; green means that everything is normal in group cooperative learning, please do not disturb; yellow means that the tasks assigned or claimed by this group have been fully completed, requesting assignment or wanting to claim new tasks; blue means that the task of this group has just been completed and requests to accept a teacher assistant Spot check and acceptance. Teachers use information feedback cards to adopt scientific guidance methods according to different situations of the group. Students can also be mobilized to transform the card group into a weekly desk calendar for the group. In addition to having the functions of the above information board, the calendar can also include the group name, group name, etc. Group culture such as training, group rules, and group emblems can be presented artistically. Group weekly evaluation forms, weekly group reflections, weekly group memorabilia, and wonderful photos of weekly activities can also be artistically presented to become a testimony of group life and group development. 12 Creative idea 12: The task bar is aimed at \”Students only know the tasks of their own group and do not know the tasks of other groups, resulting in either supplementary speeches with low quality due to lack of preparation, or commentsFor this phenomenon, we introduced the task strip learning tool. The task strip is to indicate each group\’s own tasks and the tasks of other groups one by one, and at the same time indicate that each group should focus on adding what they want to say. Tasks are recorded in the form of small slips of paper and distributed to each group. In this way, classroom presentations, comments, and supplements can be run with high quality. 13 Idea Thirteen: Display Cards are aimed at \”some students in group cooperative learning become the group to show themselves\” The reality is that some nobles have become slaves to self-expression in groups. At the same time, in order to reflect the concept of \”making every student a contributor to the classroom\”, we put forward the learning tool of display cards. Instructions for using display cards: Before each class, the group leader will distribute 2 to 3 display cards to the students. During the group cooperative learning process, each student will consume one display card once he speaks. Students who have used up the display cards will be in the group. There is no right to speak. In this way, top students will cherish their opportunity to speak more, and at the same time, it will provide a broad platform for potential students to show themselves, and realize the mechanism to protect the interests of vulnerable groups in the group. 14 Creative Idea Fourteen: Thinking Collision In the past, the results of each group’s discussion on various issues were only revealed in the class presentation. This has two disadvantages. First, there is a lack of substantive collision between the groups, making it difficult to stimulate and influence each other to generate new knowledge. New questions and new answers; secondly, other groups will question and supplement impromptuly, and the quality of the speech will inevitably be affected. If the group discussion recorder is asked to use carbon paper to make several copies of the group discussion results when recording (we call them result exchange thinking collision cards), Then exchange the thinking collision cards between the groups, annotate each other\’s thoughts and suggestions, and finally send them back to the original group, thereby stimulating the group\’s second exploration of the issue. In this way, the groups \”know themselves and the enemy\” and \”know each other.\” The display and questioning of the \”war of words\” must be exciting. 15 Creative idea fifteen: Discussion cards The management of self-study classes in most schools is limited to a dilemma: students are not allowed to speak, and students cannot discuss or ask for help when they encounter difficult problems; they are allowed to speak, because students\’ discussion voices are too loud It affects other students\’ independent thinking. The method of gestures and written discussion adopted in my experimental school solves this problem – when students encounter difficult problems, they can use gestures and written communication on special discussion cards to communicate with each other. We call it the \”mute conversation method.\” CCTV recommends over 500 high-scoring excellent documentaries. Children watch the pattern and become addicted to self-discipline. 16 Creative ideas: Fair Dice Primary school students in the lower grades have a particularly strong desire to show off. During every presentation session, There was constant competition for \”our group, our group\”. The group that got the showcase was \”jubilant\”, while the group that didn\’t get the chance to be showcased was \”dejected\”. Some group members even mistakenly believed that the teacher was partial, which in turn affected the learning mood of the subsequent students; more What\’s more, groups quarrel fiercely over the right to display, which causes unnecessary conflicts between groups and affects the course of the class. If a fair dice rolling method of \”adding luck\” is adopted – through the teacher\’s dice rolling Identifying presentation groups and individuals solves this problem.