Aware of the processes in the classroom, their interconnection and interdependence starting from the empirical experience of specific situations during the course of nature and biology. Develop a range of key skills in students for future teachers. Help students acquire the ability of sovereign presentation of biological science to the development of organizational and interpersonal skills to meet the needs of individuals. Facilitate the construction of concepts of biological science in students using active learning methods appropriate corresponding age groups and educational programs. To develop teachers who can guide and support students in classes with the development of individual student ability.
Interactive lecturing include experiential learning, work that students become aware of the processes of knowledge application:
1. competencies of students in teaching Nature and Biology (analysis of research knowledge, interests and experiences of students);
2. development of biological science literacy (encourage scientific and critical thinking with problem solving);
3. project and research students in the classroom (stages of research, observation with a hypothesis, the research design);
4. prepares for teaching foloving the cycle of teaching to the formulation of objectives and outcomes of teaching and development of outcomes curriculum maps;
5. learning in class (strategies and techniques of active learning, cooperative and colaborative learning);
6. experiential learning, discovery learning and research learning in class (adaptation to the needs of students);
7. help understanding the biology with the use of tools to facilitate the learning and memory (graphic organizers, method of loci - mental palace, associations, mnemonic, analogies);
8. adaptation of teaching mental and physical abilities and the development of students (appreciation of learning styles and personality in adapting teaching, inclusive learning, work with talented students);
9. misunderstanding and barriers to learning biology (nature of biological knowledge, cognitive biology, cognitive model of learning, cognitive levels of student achievement);
10. conceptual model of teaching (biological concept framework, building concepts, conceptual changes, constructivism in biology);
11. students misconception analysis;
12. inter-disciplinary teaching (the level of integration of knowledge);
13. qualitative assessment of the tasks of the written test;
14. specifics of the school curriculum to the planning of school projects;
15. operation biology teacher at the school with the analysis of the experience of practical application of theoretical settings.
Practical preparations for classes to developing the necessary skills for teaching:
1. simulation lesson with spotting good features and guidelines for correcting the identified errors;
2. sample teaching clocks in primary and secondary schools with reference to the performance;
3. preparation for classes with a selection of practical work and demonstration trials;
4 -8. display exercise based on the demonstration of biological material and experiment with the teaching and learning of biological material based on topics within the curriculum of nature and biology in primary and secondary schools;
9.-12. display exercise based on practical work with biological courses by topics within the curriculum of Nature and Biology primary and secondary schools.
13. preparation of the base written test tasks for different cognitive levels of learning (reproduction, conceptual understanding and application, problem solving);
14. simulation of oral verification of knowledge;
15. biological exhibition with posters depicting the evaluation of the study.
Linked to the lectures with the students tasks which will enable the implementation of the adopted theoretical knowledge and development of skills:
1. prepare field work with biological research sources to learn the characteristics;
2. mentoring students project (organization of a research for students);
3. prepare a task for research and learning in the school environment (organization and use school yard, garden, and vivarium in the teaching);
4. prepares and simulation learning with problem solving task and graphics;
5. preparation of simulation performance lesson parts by applying active learning techniques in the context of EER and 5E model of teaching;
6. preparation and simulation games for teaching and learning;
7. experiential learning to the learning cycle with the application of the attention organizers when presenting the students;
8. prepare teaching material for structured guided discovery learning;
9. mapping biology knowledge;
10. e-learning at school and independent study with the preparation of materials for e-learning
11. organization and simulation workshops for the purpose of learning and popularization of biology (open forms of teaching, creativity of students and teachers);
12. self-evaluation and evaluation of students and teachers with the use of evaluation criterion (making rubrics for determining learning achievement using the elements and criteria of assessment, continuous monitoring and preparing reports on the work and the feedback the student);
13. design and written exam analysis;
14. systematization of knowledge of biology teaching methods with making concept maps as a guidelines for the new biology teacher
15. self-evaluation to the preparation of reviews on mastering the subjects under study and plans for personal and professional development.
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