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Instructions:
1. Preparation:
Divide the class into small groups (3-5 students per group).
Assign each group a specific environmental problem to focus on. Possible topics could
include:
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o Climate Change
o Deforestation
Provide each group with a large sheet of paper to write down their topic.
2. Research and Discussion (15-20 minutes):
Give each group time to research or brainstorm key points about their assigned topic.
Students should write down important information on their large sheet of paper, such as:
o Description of the Problem: What is the environmental issue?
o Causes: What leads to this problem?
o Effects: How does this problem affect the environment and people?
o Solutions: What can be done to mitigate or solve this issue?
Encourage them to include illustrations, diagrams, or charts if they want to make their
presentation more engaging.
3. Walking Gallery Setup:
After the discussion and preparation, display all the large sheets of paper around the
room (on walls or boards) for everyone to see.
Each group will then have 5-7 minutes to present their sheet of paper to other groups.
4. Walking and Presenting (15-20 minutes):
Students will walk around the room and visit each group's presentation. At each station,
the group presenting their environmental problem will explain their topic to the visitors.
o Visitors are encouraged to ask questions or share insights related to the topic.
o After a set amount of time (e.g., 3 minutes per group), students will rotate to the
next presentation, ensuring that they visit every group’s topic.
5. Reflection (5-10 minutes):
After visiting all the presentations, bring the class together to reflect on the experience.
Discuss:
o What are the most pressing environmental problems discussed?
o Which problems are most relevant to the students’ lives or community?
o What solutions stood out to the students as being effective?
o What did they learn about the interconnectedness of different environmental
issues?
6. Optional Extension:
Have students vote on the environmental issue they believe is the most urgent or
requires immediate action.
Students could then brainstorm ways to get involved in solving that issue or raise
awareness in their community (e.g., creating posters, organizing awareness campaigns, or
writing letters to local government representatives).
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CONCLUSION
Welcome to the world of teaching, where every day presents a new
opportunity to inspire and empower young minds. As we embark on
this journey together, it is essential to recognize the significance of
teaching methods and techniques in shaping the future of education.
Effective teaching methods are the cornerstone of successful learning
experiences. By employing a variety of techniques such as interactive
lectures, group discussions, hands-on activities, and multimedia
presentations, educators can cater to diverse learning styles and engage
students on a deeper level. In the pages of "Teaching Diary," you will
find inspiration to experiment with innovative teaching approaches,
cultivate a supportive learning environment, and foster a lifelong love
of learning in your students. Remember, teaching is not just a
profession – it is a calling, a passion, and a commitment to shaping a
brighter future for generations to come. As you delve into the chapters
of "Teaching Diary," may you be inspired to explore new horizons,
embrace challenges with courage, and celebrate the transformative
power of education. Together, let us unlock the art of teaching and
embark on a journey of discovery, growth, and endless possibilities.
Happy teaching to all, and best wishes on your teaching journey!
REFERENCE
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1. Teaching skills, short course for people who want to teach, Myanmar,
2013
2. https://positivequotes.web.2nt.com/mania/35-quotes-about-
assessment-in-education.html
3. https://www.webpages.uidaho.edu/cte492/Modules/M3/Methods-
Strategies.htm
4. https://nap.nationalacademies.org/read/9847/chapter/5
