Az aktív figyelem

Our team of 5 people went through all the phases of lesson study.

• We worked on the basis of shared experiences from two secondary schools.

• A common cross-section of institutions with similar profiles: engineering, ICT, management and commerce

Our team represents the two schools with a 4:1 ratio in favour of Öveges Technikum.

We are 1 teacher in physical education, 2-2 teachers of languages and of computer science.

The facilitator of the joint work is the headmaster T.L.P., who, as a dynamic, well-prepared professional, brings the tasks together and manages their progress with good sense.

Our work is supported by the Director of the iTStudy Training and Research Centre, Mária Hartyányi. 

Due to the distance between our workplaces, we only met live in lesson, before and after we communicate online.

We meet on Webex, for which we can find common dates in the evenings.

The lesson is part of the Digital Literacy course, which aims to develop the digital literacy skills needed to acquire the knowledge to use online applications in their daily lives and professional development.

The lesson was attended by a class of 10 - another class of 9 in preparation for the lesson - from the IT sector.

The specific topic of the lesson was the preparation of a professional CV, which the students will need for their first appearance on the labour market (already at the end of year 10 in the framework of the dual training).

Without active attention, learning to think in a system, which will be one of the biggest challenges of the future, is impossible. Problem: The millennial generation's ability to actively pay attention is around 1.5 minutes.

Our specific choice of topic was based on the hypothesis that we would facilitate the maintenance of students' attention, with more student activity than the average, with more teacher questions than the average (to be decided, supplemented or poetic, "thinking together").

The correctness of our hypothesis is determined by monitoring specifically measurable factors in the research class, which are recorded synchronously on the spot.

Observation and monitoring in class was aimed at the dynamic change of students' attention, identifying its phases.

Ha nem figyel, nem tudsz kommunikálni vele.

• On GDrive, we created a LESSON folder in our common folder, into which we collected the necessary files for the lesson.

• In this class, we used the LESSON DRAFT table file, in which the information was collected in a clear form per worksheet

• To-dos,

• Aids,

• Skills, possible content elements required for CV,

• Questions for measurement

DmbySs: Digital material of the project work created by students

In advance (in the framework of another subject) with paired work, the processing of an expert blog content and its presentation to fellow students laid a good foundation for the content and aesthetic criteria of the CV.

From a bounty hunter's website, we researched the secrets of a good CV in pairs of work in advance as part of the Project Work course.

By creating individual content discussed together and working from home, we created the content of the CV.

By combining the materials of other IT classes, based on the recommendation of an IT headhunter, we make their work during school studies visible and publish, the link to which is attached to the CV, without having to explain their professional skills.

This CV content is also ready to be attached and is constantly evolving over time...

Research by the 9.th class students about soft skills.

Recognize their strengths is not an easy task for a teenager.

Within the framework of the ICT project work, it would be possible to do it within the topic of self- and peer knowledge using appropriate teaching methods, so that in 9th grade these CV elements can also be drawn.

The online topic/lesson plan built in the CMS system summarizing the knowledge, illustrative materials and applications required for the lesson starts from the teacher's website.

The itinerary is provided by a call for applications for a specialized mentoring program found on a professional community portal. (at the top of the website you can't see this, but it's there)

CVs were made for this application in Canva (a graphic design platform).

Digital table - Classroomscreen

At the beginning of the lesson, we assessed the readiness of the students during a QR code question.

We also asked for their opinion at the end of the class, and a few weeks later we assessed what they remembered and how they remembered.

Based on the feedback, the practical part was considered the most interesting, which directs our attention to the importance of employer lessons.

After the lesson, we have effective briefly evaluated the experience, were supported by the online presence of Professor János Győri (ELTE) and Mária Hartyányi (ITStudy).

Formulated own conclusion what should be improved p.e time-management.

The data obtained clearly show that students' attention spans reached their maximum, both in the group and in the case of individually observed pupils, when the teacher asked the most questions or when the teacher played a video.

The other phase of work that attracted and enhanced the students' attention was a real-life practical task, when the students visited the website of the company that announced the mentoring application, where they could get a comprehensive picture of the application and the company itself.