Aktyvūs grupiniai mokymo metodai skatina mokinių kritinį mąstymą, padeda ugdyti kūrybiškumą ir daro darbą aktyvesnį, įdomesnį, tokiu būdu padeda formuotis brandžiai, mąstančiai, atsakingai asmenybei, gebančiai savo gebėjimus pritaikyti gyvenime. / Active group work teaching methods promote studets' logical thinking, help to foster creativivy and makes the work stronger, more interesting and in this way contributes to the formation of mature, thinking, responsible personality capable of adapting his abilities in life.

Darbo temos aktualumas – norint pagerinti vaiko mokymą reikėtų taikyti aktyviuosius mokymo metodus, kurie aktyvina mokinio veiklą, bei leidžia mokytojui pasirinkti ir taikyti juos pagal vaiko įgūdžius; kaip veikia aktyvieji mokymo metodai. Tyrimo problema – nepakankamai ištirta aktyviųjų mokymo metodų naudojimas ir jų įtaka paaugliams dailės pamokose. Tyrimo objektas – aktyviųjų mokymo metodų ypatumai dailės pamokose. Tyrimo tikslas – atskleisti aktyviųjų mokymo metodų ypatumus. Tyrimo uždaviniai: 1) atskleisti aktyviųjų mokymo metodų sampratą; 2) aptarti paauglystės amžiaus tarpsnio psichosocialinius bruožus; 3) išanalizuoti aktyviųjų mokymo metodų ypatumus dailės mokymo procese. Tyrimo metodai: atlikta mokslinės literatūros sisteminė analizė, apklausos raštu metodas, matematinės statistikos metodai: chi kvadrato kriterijaus taikymas, kontingencijos koeficientas (C), procentinė duomenų analizė empirinis – individualusis giluminis interviu, mokinių apklausa žodžiu, kokybinė duomenų analizė. / Importance of the topic – in order to improve child‘s learning it is important to use active teaching methods, which make influence on activities a child does, as well as permit to a teacher to choose the most proper methods according to a child skills and abilities. Search problem – practice of active education method is not investigated enough and it’s influence on teenagers in the art lessons. Objective of search is - active teaching methods peculiarity in art lessons. Mail goal of search – reveal active methods peculiarity. Tasks of search: expose active methods conception; discuss adolescence psychological features; analyze active methods peculiarity in a process of art teaching. Research methods: accomplished scientific literature analysis, written poll method, mathematical statistic methods: chi squared test applied, contingency coefficient (C), and empirical percentage data analysis – individual deep interview, oral poll method (oral pupil’s inquest), quality data analysis, and triangulation.

The nurturing of critical thinking skills is one of the cornerstones of Outcomes Based Education (OBE). This study investigated to what extent teachers create classroom climates that nurture the development of critical thinking abilities. A literature study was undertaken to highlight the importance and nature of the development of critical thinking skills, and to establish the relationship between classroom climate and the development of critical thinking abilities. The use of teaching methods and strategies, learning activities, questioning techniques, the role of the teacher and the role of the learner during teaching and learning in the classroom were explored. The literature review provided the conceptual framework for the study, as well as the framework for designing a questionnaire that was utilized to obtain the perceptions of teachers and learners regarding the opportunities provided by teachers for the development of critical thinking abilities in the classroom. By means of quantitative, non-experimental descriptive survey research, a self-constructed questionnaire was administrated to a convenient sample of a purposively selected group of Grade 9 and Grade 11 teachers (n=241) and learners (n=403) in the Sedibeng West District of the Gauteng Department of Education. The triangulation of learner and teacher data revealed differences and similarities in opinion related to the classroom climates that teachers create for nurturing critical thinking. In essence, the data revealed that teachers are, to some extent, creating classroom climates that nurture critical thinking through their choice of teaching methods and strategies, questioning techniques and the learning activities that they choose. However, the responses did not convincingly indicate to the researcher that the nurturing of critical thinking skills takes place on a regular and frequent basis. According to the learner responses, it appeared that teaching and learning methods and strategies that promote interactive learning, are underutilized by the teachers. This study is concluded with recommendations to teachers on how to create classroom climates that promote the development of critical thinking skills. Key words: cognition, cognitive development, critical thinking, classroom climate, teaching methods and strategies, learning activities, questioning techniques. / M.Ed., North-West University, Vaal Triangle Campus, 2010

A positive classroom is more conducive to learning than a negative one. Since the teacher creates the classroom climate, it is important for him or her to follow certain didactic guidelines for creating the right climate. This study investigated the implementation of specific didactic guidelines for creating a climate the most conducive to learning. Kruger and Van Schalkwyk (1992:104) are of the opinion that if a classroom climate is hearty, warm and appealing, everybody is relaxed, and experiences the togetherness as pleasant. Such a setting offers each individual the opportunity for being his or her true self, and the teacher as well as the students are willing to open up and become involved. Should the classroom climate be stiff, cold and clinical, however, the participants become tense, stiff, and introverted. They become unwilling to reveal themselves to one another. The study was aimed at answering specific problem questions, namely: • What does a positive classroom climate entail? • Which didactic measures ensure a positive climate? • What is the current classroom climate at secondary schools? • Which methods and techniques can be implemented to create a positive climate? • Which didactic guidelines can be presented to teachers for optimising the classroom climate? The first two questions were investigated by means of a literature study. Certain findings led to the answers to the problem questions. The third question was answered through an empirical study aimed at determining the climate of a specific secondary school. The study revealed that the students in general experienced the climate as positive. Two control variables, namely gender and language, however, showed slight differences of opinion. Although the results showed no practical statistical significance, a difference was noted between the opinions of girls and boys, as well as between Afrikaans speaking students and students speaking African languages. The questionnaires the teachers completed, were based on the same guidelines for creating classroom climate as were found in the literature study. In chapter 5 various recommendations for further research in this field, relevant to South Africa in particular, were made since it is believed that the school situation here is unique. Further research can offer solutions to persistent problems. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

This investigation compares the results of three different methods of teaching tumbling, the Trampoline Method, Mental Practice, and the Traditional Method. The study also investigates whether sex and ability level significantly affect the results of the teaching methods. The subjects were the ninety members of the junior-level gymnastics classes for physical education majors at New Mexico State University during the fall and spring semesters of the 1972-1973 school year. There were forty-five female and fortyfive male subjects. A stratified random sample was constructed to insure equality of the teaching-method groups. The motor educability scores of the Johnson-Metheny Test were used to develop high-, medium-, and low-ability groups. The subjects in the ability groups were randomly selected and assigned to one of the teaching methods.

In Sweden athlete schools, where students are attending in terms of optimizing their athletic careers in correlation with their studies, are a widely spread phenomena over the country and the system is included within the ordinary school system. This study aims to examine how the subject Physical Education and Health (PEH) is taught at athlete schools in comparison to how it is taught in classes with ordinary upper secondary school students. This study is based on interviews with eight teachers from two different Swedish schools. The results show that teachers do adjust their teaching in order to achieve quality teaching to give the athletic students optimized possibilities to improve. The results show different teacher perspectives about what knowledge that is prioritized. Admittedly, the teachers confess having problems with whether they assess these students on their previous skills or if they actually learn new skills during their PEH. Hence, this study serves the purpose of revealing the importance of developing new and individualized strategies on how to form an optimized educational environment and quality teaching for those students.

Abstract The aim of the study is to investigate how class teachers and Swedish L2 teachers perceive their work with recently arrived immigrant pupils in grades F to 3. Six teachers were interviewed about how they teach so that these pupils will achieve the target skills in Swedish as a second language in grade 3, and about their view of the integration of newly arrived pupils in the ordinary class and the preparatory class. In the study the teachers say that they lack shared guidelines for receiving newly arrived pupils and that the charting of the pupils is inadequate. The teachers prefer direct placement in the ordinary class because the pupils learn from others and improve in their zone of proximal development. The informants feel that they have sufficient training to teach newly arrived pupils and that working with them contributes to their professional development. The results of the study indicate that development-based teaching can benefit newly arrived pupils. The teachers say that they teach many words and concepts and use concrete material.

Advancements in media technologies have resulted in increased student usage causing teachers to struggle to be able to engage and hold student’s interest in a typical classroom. As students’ needs change, the field of education changes. One strategy that is gaining in popularity among teachers is the implementation of the “flipped classroom” also known as the “inverted classroom” or “reverse instruction” - a method incorporates technology to “flip” or “reverse” what is typically done in class with what is typically done as homework. Through teacher interviews of eight core teachers, this study attempts to discover teacher perceptions of the use of this method. Results of the study reveal that perceptions of the method are more positive among teachers who typically use lecture as a primary mode of information dissemination.

The purpose of this study was to investigate the effectiveness of a method of motivational enrichment that may be applied to a structured art program when teaching the visual element, value, to fourth, fifth, and sixth grade children.

The problem with which this investigation is concerned is that of comparing a learning systems approach to a lecture-demonstration-rotation approach of teaching the manipulative skills of office machines.