Embedded Files
COURSE_CATALOGUE.pdfThe Union of Mathematicians in Bulgaria - Varna Section is an organization with over 20 years of experience in providing courses, conferences, forums for teachers and students in the fields of mathematics, informatics, information technology, computer modeling/ coding, development of digital skills and innovation in education, etc.
The Union of Mathematicians in Bulgaria - Varna Section is an organization with over 20 years of experience in providing courses, conferences, forums for teachers and students in the fields of mathematics, informatics, information technology, computer modeling/ coding, development of digital skills and innovation in education, etc.
SMB - Varna offers teacher training with the following topics and specifications:
SMB - Varna offers teacher training with the following topics and specifications:
Course Topics:
Course Topics:
Achieving creative goals in education
Problem-solving learning
Formation of key competences of students
Gamification in education
Digital tools in education
Basic digital competencies for modern educational process
Interactive whiteboard as a tool in training
Creating digital didactic materials
Creating content in a shared digital environment
Cloud computing in education
Creating digital tests
Organizing training in a virtual classroom
Creating multimedia didactic materials
Modeling STEM education
Project-based learning
Coding in the early stages of education
Use of ICT in education
Course Specifications:
Course Specifications:
1.Achieving creative goals in education
The course is designed for teachers who want to enhance their ability to achieve creative learning goals. The content of the course offers pedagogical technology to realize a problem-creative model of learning. Achieving creative goals in the proposed model is accomplished by solving creative tasks from three levels of difficulty to achieve different didactic goals - introduction of new knowledge, consolidation of knowledge and skills, summary and control and evaluation. At the end of the course teachers will be able to "direct" a learning process that achieves not only reproductive but also creative goals.
2. Problem-solving learning
The course offers modeling of the learning process by solving problems. Teachers acquire skills to create learning problems - tasks with students' lack of knowledge, open end, with open condition, for drawing tasks by model, drawing, diagram, numerical data, with missing data or redundant data. They can be used in all types of lessons for different didactic purposes - to introduce new knowledge, to consolidate knowledge and skills, to update knowledge, to summarize, to control and evaluate, in various mathematical games and competitions, in extracurricular activities.
3. Formation of key competences of students
Teachers will acquire skills to apply the competency approach in key competency education, based on the research approach, students' independent work, the connection with science and technology, the student's active participation in the learning process, and the development of mathematical thinking and the correct interpretation of numerical and graphical information, communication between students in the process of presenting and discussing ideas, proposing and rejecting hypotheses, and organize data and observations, develop critical thinking and the ability to present arguments, persuade others with the power of logic. Various educational environments are offered to develop digital competence with a deeper understanding of the capabilities and limitations of modern digital technologies. New educational environments, based on modern software systems, allow and encourage exploration through inquiry, experimentation, by testing new opportunities. They stimulate innovation, a desire to test and realize ideas, and this behavior is a characteristic feature of initiative and enterprise.
4. Gamification in education
Gamification is the use of game design and mechanics to enhance non-game contexts by increasing participation, engagement, loyalty and competition. These methods can include points, leaderboards, direct competitions and stickers or badges, and can be found in industries as varied as personal healthcare, retail and, of course, education.
5. Digital tools in education
The course introduces various software tools and applications for teacher in the process of training in different disciplines and in different stages of education. Information technologies are classified as: a kind of media; to illustrate processes and phenomena; for dynamic use in research activities; to collect answers; to evaluate and self-evaluate results; for interactive training or distance education, etc. Teachers will participate in the role of students in various demonstrations during the learning process with digital tools; actively talk about the benefits and challenges of using a computer in education; will learn in details the tools of software for creating interactive tests, exercises, e-learning content.
6. Basic digital competencies for modern educational process
The course introduces the basic digital competencies required to deliver advanced training. The course content introduces the basic skills for word processing, spreadsheets, computer presentations and web browsing. Software tools from a specific office management package are presented. Teacher skills achieved will provide constructive approaches for communication and training based on collaboration to achieve better results. In the practical part, teachers form skills for working with a text editor, a graphic editor, a spreadsheet, searching for information and more. Participants work individually and in a team, which gives them the opportunity to enhance their skills in effective teamwork while practicing creating and working with different documents.
7. Interactive whiteboard as a tool in training
The course is designed for teachers who would like to improve their digital skills in working with new hardware and software - Interactive Whiteboard (IBD). The course provides an overview of innovative approaches in the learning process - interactive methods, including the didactic capabilities of IBS. The training is aimed at mastering the basic activities with IBD - calibration, presentation of a lesson, use of tools for preparing and conducting a lesson, creation of a learning task, application management.
8. Creating digital didactic materials
The course is suitable for teachers from all stages of education and across all disciplines. Software tools for creating electronic interactive exercises - tests, crossword puzzles, matching tasks, linking, completing missing words, etc. Participants creates tools and games with HotPotatoes, LearningApps, Google Forms, Envision Play and more. Emphasis is placed on the toolkit by looking at the options in detail to refine the ideas that these interactive digital resources could be implemented in every school subject.
9. Creating content in a shared digital environment
The course introduces platforms for working in a shared digital environment. The theoretical content presents the applications of such platforms according to the functions of the pedagogical specialist in the educational process: trainer, administrator, team member, class leader, social subject, etc. Technological models are presented that provide constructive communication and training approaches based on collaboration. In the practical part, teachers form skills for working in a digital shared environment to support administrative and teaching work, for facilitated communication, in the form of synchronous or asynchronous communication with colleagues, students, parents and more. The trainees work individually and in a team, which gives them the opportunity to enhance their teamwork skills while practicing creating and sharing files in the cloud. Collaborative activities are very common and their exercise helps teachers to implement a modern, person-centered educational process based on interactive methods and technologies. These skills enrich teachers 'ability to increase students' motivation to participate actively in the learning process, to create an educational environment that develops thinking, creativity and social skills. The acquired knowledge on the subject helps the teacher in applying the requirements for safe learning conditions, including working in a safe internet environment, respect for copyright, protection against spam and more.
10. Cloud computing for education
The course introduces the main applications of cloud platforms in the professional work of the teacher. The theoretical content describes the services of the cloud in the direction of the various activities performed by teachers according to their functions in the educational process: trainer, administrator, team member, class leader, social subject, etc. Technological models are presented that provide constructive communication and training approaches based on collaboration. In the practical part, teachers form skills for working in a digital shared environment to support administrative and teaching work, for facilitated communication, in the form of synchronous or asynchronous communication with colleagues, students, parents and more. The trainees work individually and in a team, which gives them the opportunity to enhance their teamwork skills while practicing creating and sharing shared files in the cloud, Collaborative activities are very common and their exercise helps teachers to implement a modern, person-centered educational process based on interactive methods and technologies. These skills enrich teachers 'ability to increase students' motivation to participate actively in the learning process, to create an educational environment that develops thinking, creativity and social skills. The acquired knowledge on the subject helps the teacher to apply the requirements for safe learning conditions, including for working in a safe Internet environment.
11. Creating electronic tests
The course is intended for pedagogical professionals who wish to use electronic forms for collecting and evaluating responses from students and colleagues for various purposes in their professional activities.
The course content introduces the application of cloud technologies - digital forms - as a tool for creating surveys and tests. The stages are indicated and demonstrated: creating a test, distributing a test, collecting answers, and evaluating answers. During the course, teachers participate in the role of a student and talk about whether digital answer collection is an effective method of creating self-study materials in the implementation of educational activities. Digital forms are also used as an innovative approach to promote progress and improve the performance of students, provide criteria and indicators for assessing their knowledge and skills that both the class / group and the individual student are familiar with. At the end of the course, pedagogical specialists create materials that can provide students with the opportunity to exercise and apply their knowledge, develop creative thinking and motivation to act independently, as well as receive feedback and individual guidance from their teacher.
12. Organizing training in a virtual classroom
The course is intended for all teachers who wish to enhance their skills in working with a virtual classroom as a cloud service. The virtual classroom is one of the most popular products to assist teachers, in which they can organize a modern learning process quickly and effectively, to set assignments and group projects of students, to support communication teacher – student, teacher - parent, student - student. Participants will learn to create training courses / classes, set individual and group assignments, monitor and direct their performance in the cloud and track student outcomes.
13. Creation of multimedia didactic materials
The course is designed for teachers who wish to develop skills in working with graphic, video and audio editors. Attention is drawn to the use of free and on-line tools for image, audio and video processing. Particular attention is paid to file formats, conversion, the need for conversion and how to do this. Collages, infographics, videos, video subtitles will be created, graphics, video and sound are combined into a common product.
14. Modeling STEM education
STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics - in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications. What separates STEM from the traditional science and math education is the blended learning environment and showing students how the scientific method can be applied to everyday life. It teaches students computational thinking and focuses on the real world applications of problem solving.
15. Project-based learning
Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience. As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers. Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
16. Coding in the early stages of education
Coding or computer programming is writing a set of instructions that a computer understands so it will perform a task. There are several advantages of learning to code in elementary school. First, learning programming empowers kids. Early coding, or precoding, offers children experiences that integrate communication, thinking, and problem solving. These are 21st century skills that are valuable for children's future success in our digital world. There are many learning activities preschool children already engage in that relate to coding. Coding is a basic literacy in the digital age, and it is important for kids to understand and be able to work with and understand the technology around them. Having children learn coding at a young age prepares them for the future. Coding helps children with communication, creativity, math, writing, and confidence.
17. Use of ICT in education
Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information. In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises. When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace. ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use. Some common educational applications of ICT include: One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions. Additionally, many classic book titles are available for free in e-book form. Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.
COURSE_CATALOGUE.pdfPage updated
Google Sites
Report abuse