The main task of this learning event is to help the student prepare to deposit the information in long-term memory. For this to happen, the student must find a place for this information in his/her “information storage system”. Some students can do this on their own if they have highly developed self-managed learning skills, but a large part will be helped by a teacher-led process – methods that guide learning which the teacher will use to involve and support each student.
In the context of this learning event, the teacher will decide whether he/she will enable students to discover and construct new knowledge themselves or to transfer this knowledge to students in a ready-made way.In the first way, students will gain deeper understanding and store knowledge in long-term memory. On the other hand, the second option’s advantage is that it uses significantly less time for the transfer of information. However, that does not guarantee that students will receive and understand the information. When choosing to transfer information directly to students, the teacher should identify issues or tasks that the student will think of when listening to information and what will help to highlight the most important parts, structure it, and otherwise contribute to a deeper understanding of what he/she has heard. This is also the moment when we can talk to students about the strategies we use to achieve specific objectives: whether that would be general reading, remembering, critical thinking, learning strategies or any subject-specific strategies that might be useful for a student to achieve the objectives. [Skola 2030.lv]
The description of the method. The teacher writes down (anonymously) a mistake made by one of the students on the board. The students are asked to identify the mistake and explain why it is wrong. A Student answers that the probability of rolling a two if you roll a dice is 2/6. The teacher asks the class why they think the student answered this and why it is wrong. (Method is offered by Norway)
The description of the method. The students can complete a short multiple-choice quiz with the most important information. Since this is not an actual test, but a consolidation of information, it should not contain more than three questions. (Method is offered by Norway )
History. (Example "Great Britain during World War 2" )
The description of the method. The teacher can ask the students questions which they answer by writing down on either a paper or an electronic device. After a short while the teacher asks the students to show their answers simultaneously. (Method is offered by Norway)
Mathematics. What is 29+17? (Example)
The description of the method. In order to facilitate mutual exchange of information and to help students to capture and process the information obtained, and to formulate their views, students are given the opportunity to exchange views with each other or to participate in a “silent discussion” after having new information presented or after doing individual work. Students receive an A4 page with a written statement about the topic of the lesson. Students read it and write their opinions without talking then give the page to their classmate, who reads what they wrote and supplements with their opinions. The pages travel from student to student until they have arrived back to the owner. The owner then reads the thoughts, chooses the one he/she likes the most and justifies “why?”. (Method is offered by Latvia)
The description of the method. The method can be used before the test. The groups draw the topics (for example, mathematics - adding, multiplication, division, deprivation), and each group does revision tasks about the topic (tasks are done individually). As the support for the students different important reminders are put on the wall (they are located next to the place where the group is working). After the previously set time the group moves to the different topic, and repeats the actions with all the topics. When they are in the next topic, the task is not only to do the task, but also checks previous student’s work (a teacher shows the places they should check). At the end of the lesson each student receives his own work which is already checked, does the reflection about the things which should be done, or learnt in order to acquire the theme. It is easier to work if the class is set so that each group can work separately. (Method is offered by Latvia)
The description of the method. The method is meant for clarifying different consecutive viewpoints/ concepts, also to help students to organise their tasks to do. Statements, which should be arranged according to their priorities, are given (one inessential is extra). After that you can make synopsis of the theme or state the priorities of the work.
An option - if a teacher wants to find out his/her students’ thoughts about a subject and they might differ from one another, then the process can be organised so that such diamond is filled in individually. Then in groups of 3-4 students compare their views, agree on the overall version. After that the teacher draws the big diamond on the blackboard and asks each group to offer their own version, justify their choice, thereby contributing to a class discussion.
To use this method well, it is important how successfully you can figure out these 10 statements to help to see the details, the differences, and to encourage you to think. (Picture "Diamond") (Method is offered by Latvia)
The description of the method
A short quiz made on kahoot.it to check if the students have understood the information and/or instructions. The teacher is able to see results for all of the students. Each student needs an electronic device in order for this method to be possible. (Method is offered by Norway )
The description of the method. Students form two circles- inner and outer- facing each other (equal number of students). It is explained that questions will be presented in the presentation, questions can be read, or they can be put on the floor between the pair. The answers should be discussed with the person standing opposite. Time for each question is 2 minutes. After each question, the inner circle moves clockwise for one person.
After that the task can be to share the most valuable answers and to formulate the summary in one sentence. This method is good not only for formulating the opinion, but also for strengthening the knowledge (syllabus) (one student explains one topic, the second listens or makes notes, the next one explains the next theme. (Method is offered by Latvia)
The description of the method. It is necessary to have a cube (any other figure is also possible). A team or a teacher writes 6 questions about the topic on a sticky paper and sticks them to the cube. Teams exchange and draw the cube (you can throw, e.g., 3 questions) and answer 6 questions in a set time. The content of the questions or tasks in all the games can be fun and it can be used in different activities of the class. (Picture for making cube) (Method is offered by Latvia)
Description of the method. The teacher at the end of the lesson proposes this task to verify students’ knowledge. On the classroom wall (in one or several places) answer sheets are attached which students use to check whether they did the task correctly. (Method is offered by Italy & Latvia)
First Language Italian and Foreign Languages. The teacher prepares some post- it notes with some words as synonyms and/or antonyms. The Students are asked to find out the words belonging to each category.
Geography. The teacher shows a map of a country/continent and the students are asked to place the post-it note with the names of places, regions, capitals...on it.
Description of the method. After acquiring new information, teacher can offer various self-evaluation tasks so that students can note if and how well they have understood it, and if they will be able to use it.(Method is offered by Italy & Latvia)
Italian language. The students are asked to complete a label as the following example. This label is particularly adapted and simplified to be given to children with special needs. [Ferri-Mattei-Calvani “Amico Libro” Mondadori Scuola]
Biology. Teacher presents on the board some cell images. Students need to recognise animal and plant cells. Teacher hands out worksheets with two different cell images and students need to add correct terms.
English language. Teacher hands out text with underlined information about barbarians and the following tasks:
Strengthen new vocabulary skills - fill in the table
Learn how to organise and select new information; fill in the scheme about barbarians and answer to 5 special questions, so that filling in the table would help understand the causes and effects.
History/Geography. Students are offered to fill in text with missing words.
Description of the method. Teacher offers new information either visually, using sound or touch and students are invited to reflect on their emotions while seeing, listening or touching an object connected with the topic. After that, teacher asks to draw, write associations, or to think of a story, film plot based on those emotions. Senses and imaginations are involved in acquiring the new information. (Method is offered by Italy)
Italian Language-Music. Topic: “From Mozart to literary production” First, students of the 1st and 3rd classes listen to Mozart’s “Primo Movimento Sinfonia N 40 K550”, played by their Music teacher of double bass. Then, they are divided into small groups and the teacher gives them a worksheet with the instructions, time and steps for the task.
Students of 1st class have to:
share emotions and feelings coming from their listening to classical music;
choose that one which is the most diffused inside the group;
students follow this emotion and write down a scene of a novel/tale which could communicate and represent it.
Students of 3rd class have to:
share emotions and feelings coming from their listening to classical music;
choose that one which is the most diffused inside the group;
students have to write down a scene of a film following this emotion which could be the music background.
The description of the method. The students are asked to complete a text where some words are removed and they have to fill in the gap. This can be used either with factual information/concepts or vocabulary training in different languages. (Method is offered by Norway & Italy)
First Foreign Language. Topic: “Dickens future tenses”. Teacher proposes the students to watch a short video about Dickens’s novel “A Christmas Carol” (https://www.youtube.com/watch?v=HqMfGq3okZY&) ; then, they have to complete the following worksheet on the first five minutes of the video (grammar language structure on future tenses). (Example)
The description of the method. A text with new information is given to students. They have to underline 3-5 main key words in every paragraph. Afterwards, students have to form sentences from the key words. (Method is offered by Latvia)
The description of the method. The students get the text in which using markers of different colours they have to underline what they know, what is new to them, what they don’t understand. Afterwards, the information is discussed in pairs or in a group. (Method is offered by Latvia)
The description of the method. A text is cut into small pieces which are distributed to students. Their task is to arrange the given text in correct order. (Method is offered by Latvia)
The description of the method. Students put a different keyword from offered text in 7 hexagons. In the grid beneath the students explain how the word is connected with the contiguous word. For example, for “A” you are going to explain how the word located in the middle of the hexagon is connected with the word in the upper hexagon. (Worksheet with hexagon) [John Mitchel (@Jivespin)] (Method is offered by Latvia)
The description of the method. In order to acquire the topic/raise the awareness/revise, students create a diary of the read material. They read the text and fill in the table (It is possible to draw a vertical line without inserting the table.) Afterwards they discuss the information in pairs. (Method is offered by Latvia)
The description of the method. While reading a text, students form “thick” and “thin” questions. „Thick” questions - question whose answer demands additional knowledge or analysis should be done. „Thin” questions - a question for a certain answer, which consists of one or two words. (Method is offered by Latvia)