Teaching methods by Harald Gross

Triggering learning. This is the main task of teachers at school, at university and in further education. But what is the best way to achieve this? The answer to this question is provided by Harald Gross' new teaching methods. They ensure that learners actively engage with the material. Volume 2 contains 22 further activating teaching methods for seminar practice. For example, the wandering question for remembering, repeating and reproducing learning content.
The teaching methods are very simple. They require little time and material and can be applied to many topics. They also make the seminar easier. Expand your repertoire of methods and get your participants to learn!
An example from my new book: With the wandering question, you ensure that the participants remember and reproduce the material they have learned - and perhaps even train for an upcoming exam.

The "wandering question" teaching method

You have worked with a group for a whole stage. Now you want the participants to "exhale" what they have learned, i.e. to remember, reproduce and transfer it. That's good, because: The earlier and more often we pause in the learning process and look back on what we have learned, the better the newly created connections can be consolidated.
The wandering question is one possible way. Prepare various questions for this. Either in advance when planning the course or during the seminar in between - for example while the learners are working in pairs or groups. Write each question clearly on a moderation card. There should be enough so that all participants can draw a card.

Use different types of questions

Mix recall questions, in which learners list specific content from the course, with analysis questions. Here, learners have to think hard, compare and question. Add a few transfer questions: "How can what you have learned be applied in another case, in your own practice?" is the question here. Transfer questions are valuable for the transfer of learning!
With the labeled question cards in your hand, explain to the participants: "We've discussed a lot today. Now it's good to shake up the essential content in our heads once again. Please all stand up. I've brought a question for each of you. Please draw a card."
Go around. Everyone draws a card. Meanwhile, you continue: "You can look at the question right now". They may then breathe a sigh of relief and think with a smile: 'Great! I can answer that easily! But it's also possible that they will alternately feel hot and cold when they see the question, because they may have little or no memory of what on earth is being asked here. For those, I have good news: you don't have to answer the question!

With ever new questions through the seminar room

With their question in hand, they all go straight to one person in our group. I, for example, go to Tobias. I'm about to ask him my question. And Tobias will answer it for me. Maybe we'll chat about it for a while, maybe I can add something to his answer. When we both realize that the question has been answered well for the moment, Tobias asks me his question. And I answer. When we have finished, we swap cards. Tobias gets my card, I get his. So our questions become walking questions and we say goodbye to each other.
Now I walk off with Tobias' question, which I have just answered myself. I look for a new partner. Maybe someone is free at the moment because somewhere in the room colleagues have also answered their questions; maybe I have to wait a little. Our questions wander through the group for the next 10 minutes. "Everything clear? Then here we go. Find your first partner. Have fun!" Now the whole room starts to buzz and murmur. Feel free to join in with the walking question yourself. This way you can find out how the participants answer the questions.
The wandering question is a good way to review the content at the end of a unit. However, it is also useful during the course of a multi-part course as a way of getting back on track. The essential content is refreshed in a very short time. The walking question is also a very pleasant and effective form of learning for exam preparation in a larger group.

Teaching methods - The card set part 1 & 2

This collection contains handy postcards with short descriptions of the methods:

Card set 1 with methods 1 to 22 11
Card set 2 with the methods 23 to 44

On each method card you will find clear information on the aim, possible applications, duration and material requirements of the methods. Each method is briefly described. The cards are a great addition to the book. You can use them to quickly find the right methods when planning your seminar without having to browse and search. Each method card comes with a picture by graphic artist Marion Kreutter. This makes searching for methods even more fun!Order