In the course "Productive use of learning and behavioral problems," the second semester of applied sciences childhood summed up their experience with the book by Mr. Bröcher "teach other, otherwise a precedent".
It should represent them on posters their most important aspects of the book and then present them to fellow students.
concept sketches are enlarged by clicking on them.
Group 1 devoted to the different thinking tools that are described in the book. She designed her poster so as to assign in the plenary presentation to the audience thinking tools declarations . Had
Group 2 The group fasted Mindmapartig together her thoughts, the imparting education teacher-student relationship to umreizen constellation.
Group 3 Here were shown the thinking tools to de Bono, but it also outlined other issues: - learning with all senses (which is an alternative to the convicted monotonous chalk and talk, by boring textbooks is determined), it is different cognitive thinking, and creativity to create - a conscious, deliberate attentive thought, it should set aside the emotions be, as they affect the logical thinking negatively - to be read-write culture, by the experience gained and further processed
was particularly important for the group the quote "Habits are first cobwebs, then wires", as many again in this statement were . Thus we see that it is difficult to change attitudes and cognitions in Ater than in recent years.
Group 4 Here we presented the idea of open-minded to the center, the lateral thinking. Then the drives of the people written with. Just like other constructs from the publication.
Group 5 Attached to the poster, the communication added square. Also new for this group is the statement "theory is distance" - But what about practice? Is practical? The sentence stems from the problem that the textbooks that educate practitioners to be written by theorists, with little practical experience. The educational trust in the management types was symbolized on the poster with a balloon, as the construct is very "fragile", but lifted off very well as a theory and because the teacher does need to practice a lot of air. As the question arises what the group was a risk personality.
group 6 The students stressed that they would differ in learning and behavior problems in the book. And attacked the "Pacing and Leading" on, as well as the consideration of non-school reality and the "Learning by Doing" by Dewey, which promotes a project idea, with its positive effects. Furthermore, they were also a sound energy management important that this means the teacher must also practice self-reflection, that he recognizes that some areas of work are endless and only cost energy in order to protect themselves from burnout.
What other aspects they found to make? What other thoughts come to them? Where would you do approaches criticism?
created by TL
