Lifelong Learning Programme

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Teachers’ Guide

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TEACHING SCIENTIFIC SUBJECTS THROUGH PROBLEM BASED AND REAL LIFE CASE SCENARIOS

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Chapter 2: Non-traditional teaching methods and class management
2.1. Introduction
Recently traditional teaching methods have proved to be not very attractive for proactive students. Therefore, alternative, appealing methods have been researched in order to involve students into learning activities focused on the acquisition of skills rather than knowledge.

Several methods have been introduced into schools all over the world; even though each class as well as each course of studies is a unique context, and each strategy should be planned according to the students’ needs, methods like CLIL, cooperative learning, peer education, flipped classroom have achieved resounding success.

Table of Content