{"id":358,"date":"2024-04-26T12:50:41","date_gmt":"2024-04-26T12:50:41","guid":{"rendered":"https:\/\/ailabor.appsters.me\/?page_id=358"},"modified":"2024-08-02T08:54:03","modified_gmt":"2024-08-02T08:54:03","slug":"oravazlatok","status":"publish","type":"page","link":"https:\/\/ailabor.appsters.me\/en\/lesson-plans\/","title":{"rendered":"Lesson Plans"},"content":{"rendered":"
\n
In the article \"AI and School\"<\/a> Tam\u00e1s N\u00e9meth demonstrated that J\u00f3k.ai GPT is capable of\nwriting lesson plans. These plans are creative and contain interesting perspectives but are raw\nand not directly applicable in the classroom. Using these ideas, he developed the lesson plans\nfor seven J\u00f3kai-related lessons as prescribed by the National Curriculum.<\/h5>\n<\/div><\/div>\n\n\n\n
\n
\n\n\n\n
<\/div>\n\n\n\n
\n
<\/span><\/span>
<\/span>

I. Introduction Class<\/h3><\/div><\/div>
\n

1' \u2013 2' Introduction<\/h3>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

3' \u2013 6' Brainstorming<\/h3>\n\n\n\n

Initial question: What comes to mind when you hear J\u00f3kai's name?<\/em><\/p>\n\n\n\n

Students share their prior knowledge, memories, or possibly prejudices about J\u00f3kai in keywords. The teacher guides the\nwork, assists students with questions, and records contributions on the board in the form of a\nmind map.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

Brainstorming is suitable for capturing attention, revealing prior knowledge, and\nlaying the foundation for the learning unit.<\/em>.<\/p>\n<\/blockquote>\n\n\n\n

7'\u201312' Assumptions, Prejudices<\/h3>\n\n\n\n

(Preparation before the class: the teacher asks ChatGPT the following questions:
1. What do today's readers think of J\u00f3kai?<\/em>
2. What prejudices exist about J\u00f3kai?)<\/em>)<\/p>\n\n\n\n

The teacher reads the answers and asks the students to reflect on them. During the ensuing\ndiscussion, students respond to each other's statements as well. In summary, the teacher\nclarifies in a few sentences how such, often unfounded, prejudices could have formed.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

With this method, the teacher can mobilize the students' existing knowledge and gain\ninformation about which \u2013 justified or unjustified \u2013 prejudices to address. Furthermore,\nthis method allows the teacher to highlight and reflect on an important issue right at the\nbeginning of the learning unit. It is advisable to project ChatGPT's answers using a digital\nboard.<\/em><\/p>\n<\/blockquote>\n\n\n\n

13' \u2013 26' J\u00f3kai's Career<\/h3>\n\n\n\n

Slideshow: J\u00f3kai's life and literary career; a few words about the most important novels.<\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

27' \u2013 30' J\u00f3kai's "Secret"<\/h3>\n\n\n\n

Task: J\u00f3kai was one of the most famous and widely read Hungarian writers during his lifetime\nand remained so for over a hundred years after his death. Discuss in groups of four what the\nsecret of the J\u00f3kai phenomenon is, that is, what are the characteristics of J\u00f3kai's prose that\nmake these texts so appealing to both former and current readers. <\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

The task is also suitable for\nsparking interest and motivation, as it specifically encourages highlighting the enduringly\nattractive features of J\u00f3kai's prose. Additionally, it supports cooperation, independent,\nproblem-centred thinking, and even allows for the recognition and articulation that quality\nand popularity do not necessarily correlate.<\/em><\/p>\n<\/blockquote>\n\n\n\n

31' \u2013 34' Discussion of the Task<\/h3>\n\n\n\n
\n

Although it makes sense to hear the answers from each group, as all groups are answering the\nsame question, it is advisable to allow anyone to comment on each group's answers. Expected\nanswers include: a, natural, colourful, flowing style; b, exciting plot development; c, diversity,\netc.<\/em><\/p>\n<\/blockquote>\n\n\n\n

35' \u2013 43' Game: Ask J\u00f3kai!<\/h3>\n\n\n\n

In preparation for the game, the teacher creates a J\u00f3kai chatbot, which will answer students'\nquestions \"in character\" as the writer. Before the game, the teacher briefly introduces this\nchatbot, and the students ask it questions about J\u00f3kai, primarily focusing on his life, literary\ncareer, and art, in connection with the lesson's theme.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

The game not only serves to lighten the\nmood but also aids in consolidation, while also developing ICT competencies by showcasing\nlesser-known possibilities of AI.<\/em><\/p>\n<\/blockquote>\n\n\n\n

44' \u2013 45' Homework<\/h3>\n\n\n\n

Conduct research and write an informative article or create a vlog post titled <\/em> \"J\u00f3kai in Film.<\/strong>\"<\/p>\n<\/div><\/div><\/div>\n\n\n\n

<\/span><\/span>
<\/span>

II. The Man with the Golden Touch I.<\/strong><\/h3><\/div><\/div>
\n

1' \u2013 2' Introduction<\/h3>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

3' \u2013 8' Recitation<\/h3>\n\n\n\n

Two students recite J\u00f3kai\u2019s works. The emphasis is on knowledge:\nconcepts, genres, works, life path.<\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

9' \u2013 12' Getting in the Mood<\/h3>\n\n\n\n

The teacher projects the motto from the chapter \"J\u00f3kai M\u00f3r:\nThe Man with the Golden Touch<\/em> \u2013 Genre and Motifs\"[1]<\/a> from the textbook published by MKPK.\nThen asks students to give examples from the motto and their own reading experiences about\nthe diversity of J\u00f3kai\u2019s novel world and his encyclopedic creative style.<\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

Expected answers, for example: scientific interest appears in the description of the Iron Gate\nor the scenes on No Man's Island, social-political-historical interest in Tim\u00e1r's career story,\netc.<\/em><\/p>\n<\/blockquote>\n\n\n\n

[1]<\/a> \u201eNincs az emberi tud\u00e1snak olyan ter\u00fclete, amelyet J\u00f3kai be ne j\u00e1rt volna: hazai \u00e9s k\u00fclf\u00f6ldi t\u00f6rt\u00e9nelem; a term\u00e9szet vil\u00e1ga \u00e1llataival, n\u00f6v\u00e9nyeivel \u00e9s \u00e1sv\u00e1nyaival; a f\u00f6ld r\u00e9tegeinek \u00e9s \u0151sl\u00e9nyeinek tudom\u00e1nya; f\u00f6ldm\u0171vel\u00e9s \u00e9s m\u0171v\u00e9szet; p\u00e9nz\u00fcgy \u00e9s politika; csillag\u00e1szat \u00e9s csillagj\u00f3sl\u00e1s, alk\u00edmia \u00e9s vegytan; n\u00e9prajz \u00e9s n\u00e9pl\u00e9lektan; k\u00fcl\u00f6n\u00f6sen kedveli a f\u00f6ldrajzot, az \u00fatle\u00edr\u00e1st, a f\u00f6ld mer\u00e9sz felfedez\u0151it. Ismeri a vil\u00e1girodalom r\u00e9gi \u00e9s \u00faj k\u00e9pvisel\u0151it, a magyar irodalom remekeit \u00e9s ponyvaterm\u00e9keit, a XIX. sz\u00e1zad legnagyobbjainak kort\u00e1rsa \u00e9s bar\u00e1tja.<\/em>\u201d (Tolnai Vilmos)<\/p>\n\n\n\n

13' \u2013 18' The Genre(s) of the Novel<\/h3>\n\n\n\n

<\/p>\n\n\n\n

The teacher outlines the genre questions of the novel,\nrecalls the adventure novel and the social novel, and introduces the concept of the feuilleton\nnovel (and possibly the analytical novel).<\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

The outline displayed on the digital board makes the lecture smoother and helps with note-\ntaking.<\/em><\/p>\n<\/blockquote>\n\n\n\n

19' \u2013 23' The Man with the Golden Touch<\/h3>\n\n\n\n

As an introduction to the next task, the teacher\nbriefly presents the key motif raised in the title of the novel, with particular attention to its\ncontinuously changing meaning possibilities.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

Using the digital board is also recommended in this unit.<\/em><\/p>\n<\/blockquote>\n\n\n\n

24' \u2013 31' The Motif Network of The Man with the Golden Touch<\/h3>\n\n\n\n

Students receive a\nhandout with the response given by artificial intelligence to the question: Show the role of the\nmotif network in The Man with the Golden Touch. <\/em> Task: Working in groups of six,\nsupplement the text based on your own experience, then choose one of the motifs and present\nhow its meaning changes throughout the novel. Condition: the gold motif cannot be chosen.<\/em><\/p>\n\n\n\n

\n

Possible choices, for example: moon, money, etc.<\/em><\/p>\n<\/blockquote>\n\n\n\n

32' \u2013 43' Discussing the Task <\/h3>\n\n\n\n

<\/p>\n\n\n\n

\n

It is important for the teacher to evaluate every answer, and for\nstudents to reflect on others' contributions.<\/em><\/p>\n<\/blockquote>\n\n\n\n

44' \u2013 45' Homework<\/h3>\n\n\n\n

Illustrate the relationship system of the main characters in The Man\nwith the Golden Touch with tools of your choice.<\/em><\/p>\n<\/div><\/div><\/div>\n\n\n\n

<\/span><\/span>
<\/span>

III.\u00a0The Man with the Golden Touch II.<\/strong><\/h3><\/div><\/div>
\n

1' \u2013 2' Introduction<\/h3>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

3' - 9' Characters<\/h3>\n\n\n\n

A di\u00e1kok hatf\u0151s csoportokat alkotnak. Feladat: Besz\u00e9lj\u00e9tek meg a h\u00e1zi feladataitokat, \u00e9s alkossatok egy \u00faj, k\u00f6z\u00f6s \u00e1br\u00e1t!<\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

10' - 17' Discussion of the Task<\/h3>\n\n\n\n

The teacher guides the discussion along the following questions:<\/p>\n\n\n\n

What did you all agree on?<\/em><\/p>\n\n\n\n

What did you argue about and what did you conclude?<\/em><\/p>\n\n\n\n

If necessary, the teacher also\ncontributes and asks additional questions. Meanwhile, they sketch the group's common\ndiagram on the board (creating this is the actual goal of the unit).<\/p>\n\n\n\n

<\/p>\n\n\n\n

18' - 20' J\u00f3kai's Characters<\/h3>\n\n\n\n

<\/p>\n\n\n\n

The teacher briefly presents the characteristics of J\u00f3kai's (and generally romantic) character\nformation.<\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

Since it is partly about conveying new knowledge and partly about recalling essential prior\nknowledge, it is important that the diagram on the board or displayed on the digital board aids\nnote-taking.<\/em>.<\/p>\n<\/blockquote>\n\n\n\n

19' \u2013 23' The Man with the Golden Touch<\/h3>\n\n\n\n

<\/p>\n\n\n\n

As an introduction to the next task, the teacher\nbriefly presents the key motif raised in the title of the novel, with particular attention to its\ncontinuously changing meaning possibilities.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

Using the digital board is also recommended in this unit.<\/em><\/p>\n<\/blockquote>\n\n\n\n

21' - 25' Supporting Characters<\/h3>\n\n\n\n

<\/p>\n\n\n\n

The previously formed groups are assigned an important supporting character by the teacher\nand given the following task: Create a character map of the character.<\/em><\/p>\n\n\n\n

\n

A handout containing\nquotes can also help the groups' work.<\/em>.<\/p>\n<\/blockquote>\n\n\n\n

26' - 33' Discussion of the Task <\/h3>\n\n\n\n

<\/p>\n\n\n\n

33' - 37' Tim\u00e1r Mih\u00e1ly<\/h3>\n\n\n\n

The teacher points out that Tim\u00e1r's figure is different from most of J\u00f3kai's characters, then\ninitiates a guided discussion about the protagonist's character. The most important\nobservations arising in the meantime are written on the board.<\/p>\n\n\n\n

<\/p>\n\n\n\n

38' - 43' Car Salon<\/h3>\n\n\n\n

<\/p>\n\n\n\n

The teacher presents the pictures created by AI based on the following request: Which car\nbrand would each novel character choose for themselves based on their character in the\nnovel? Depict the character with the chosen car and justify your decision. <\/em> The teacher asks the\nstudents to evaluate the results and share their own ideas.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

If time permits, it is also worth\ndiscussing the justifications. This unit, besides being suitable for lightening the mood and\nmotivating, also develops creativity and critical thinking.)<\/p>\n<\/blockquote>\n\n\n\n

<\/p>\n\n\n\n

44' - 45' Homework<\/h3>\n\n\n\n

Collect as many island stories as you can from your own literary and film experiences. Based\non these, try to formulate in a few sentences what meanings can be associated with the island\nmotif.<\/em><\/p>\n<\/div><\/div><\/div>\n\n\n\n

<\/span><\/span>
<\/span>

IV. \u00a0The Man with the Golden Touch III.<\/strong><\/strong><\/h3><\/div><\/div>
\n

1' \u2013 2' Introduction<\/h3>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

3' - 7' Islands<\/h3>\n\n\n\n

Students share the island stories they collected at home. The teacher records the\nexamples on a collaboratively constructed mind map.<\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

8' - 13' Layers of Meaning of an Archetype<\/h3>\n\n\n\n

The teacher recalls the concept of the archetype<\/em>\nand then divides the class into groups of four. Task: Summarize in a draft form based on the\ncollected examples, what archetypal meanings are associated with the island motif.<\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

Expected answers include<\/em>: earthly paradise, isolation, solitude, untouched nature; the\nunknown, the mysterious, the magical place operating under its own laws, etc. <\/p>\n\n\n\n

Note<\/em>: Beyond helping to recall knowledge, this task also encourages independent knowledge\nacquisition.<\/p>\n<\/blockquote>\n\n\n\n

14' - 18' Discussion of the Task<\/h3>\n\n\n\n

<\/p>\n\n\n\n

\n

It is important that the results of the discussion are recorded on the board.<\/p>\n<\/blockquote>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

19' - 28' Island and the Outside World<\/h3>\n\n\n\n

<\/p>\n\n\n\n

A teacher-led discussion along the following questions:\nWhat does Nobody\u2019s Island oppose or counterpoint in the novel? What is the society depicted\nin The Golden Man like? How do the individual characters, especially Tim\u00e1r, relate to this\nsociety?<\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

As a result of a well-guided discussion, students, with their responses and contributions, help\nconstruct the material collectively, thus understanding the novel.<\/em><\/p>\n<\/blockquote>\n\n\n\n

29' - 43' Presentation [1]<\/u><\/a><\/h3>\n\n\n\n

Task description: According to a widespread but hard-to-substantiate\nidea, the model for Nobody\u2019s Island could have been Ada Kaleh, which has completely\ndisappeared today. Research the extraordinary history of the island and prepare a presentation\non the topic! Also, discuss the arguments against identifying the two islands. Use original\nphotographs to enrich your presentation.<\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

It is advisable to leave time for questions as well. The task description can stipulate that the\npresenter prepares a handout.<\/p>\n<\/blockquote>\n\n\n\n

[1]<\/a> It is advisable to leave time for questions as well. The task description can stipulate that the\npresenter prepares a handout.<\/p>\n\n\n\n

<\/p>\n\n\n\n

44' - 45' Extra Task<\/h3>\n\n\n\n

Imagine that you yourself retreat from the world and move to an island\nfor the rest of your life. What would your ideal island be like? Plan it as thoroughly as\npossible and, if you feel like it, illustrate your plan.<\/em><\/em><\/p>\n<\/div><\/div><\/div>\n\n\n\n

<\/span><\/span>
<\/span>

V. \u00a0The Man with the Golden Touch IV.<\/strong><\/strong><\/h3><\/div><\/div>
\n

1' \u2013 2' Introduction<\/h3>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

3' - 6' Debate Starter<\/h3>\n\n\n\n

The teacher writes the following two statements on\nthe board:<\/p>\n\n\n\n

1. The novel ends in a world of romantic illusions.<\/em><\/p>\n\n\n\n

2. By the end of the novel, Nobody\u2019s Island proves to be a utopia, a romantic illusion.[1]<\/strong><\/a><\/em><\/p>\n\n\n\n

Then, the teacher helps the students understand the difference between the two statements\nwith questions and asks them to choose between the two corners of the classroom based on\ntheir personal opinions.<\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

[1]<\/a> If the needs of the group require, less nuanced distinctions can be used, e.g.: 1. The\nnovel\u2019s conclusion is clearly positive. <\/em>2. The novel\u2019s conclusion is clearly negative. <\/em><\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

7' - 19' Preparing for the Debate<\/h3>\n\n\n\n

Task: Prepare for a debate! Gather your arguments and\ndiscuss how you can refute the other team's expected arguments!<\/em> The teacher supervises the\nwork by walking around, providing help, giving advice, ideas, and asking questions if\nnecessary.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

Expected arguments, for example: 1. Through Tim\u00e1r\u2019s carefully constructed plan, the island\nbecomes an improbably perfect idyll. 2. Tim\u00e1r\u2019s solution is temporary, etc.<\/p>\n<\/blockquote>\n\n\n\n

20' - 28' Debate<\/h3>\n\n\n\n

The teacher sets the framework and moderates the debate.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

To keep the argument on track, a tool like a small ball can be used.<\/p>\n<\/blockquote>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

29' - 33' Evaluation and Conclusion<\/h3>\n\n\n\n

The teacher evaluates and briefly summarizes the debate\nand then leads the most important arguments on the board.<\/p>\n\n\n\n

34' - 43' Language and Style<\/h3>\n\n\n\n

The teacher briefly showcases the stylistic richness of the novel\nwith excerpts projected on the digital board.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\n

After reading the excerpts, the teacher always allows for comments.<\/em><\/p>\n<\/blockquote>\n\n\n\n

<\/p>\n\n\n\n

44' - 45' Homework<\/h3>\n\n\n\n

Have an AI application write a short story in the style of J\u00f3kai! Read the\nstory and note down your experiences and observations.<\/em><\/p>\n<\/div><\/div><\/div>\n\n\n\n

<\/span><\/span>
<\/span>

VI. J\u00f3kai's Short Stories<\/strong><\/h3><\/div><\/div>
\n

1' \u2013 2' Introduction<\/h3>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

3' \u2013 15' J\u00f3kai Forgeries<\/h3>\n\n\n\n

Students share their experiences of reading a short story written by AI. The teacher initiates a\ndiscussion on the relationship between artificial intelligence and literature, using questions\nsuch as:<\/p>\n\n\n\n

Why can't AI write a perfect J\u00f3kai short story?<\/em><\/p>\n\n\n\n

What were the convincing elements,\nand what were not?<\/em><\/p>\n\n\n\n

What distinguishes writerly creativity from AI's otherwise impressive\ngenerative capabilities? <\/em>etc<\/p>\n\n\n\n

\n

Reflecting on such tasks and their importance is crucial for\ndeveloping AI awareness.<\/em><\/p>\n<\/blockquote>\n\n\n\n

<\/p>\n\n\n\n

16' \u2013 21' The Short Story Writer J\u00f3kai<\/h3>\n\n\n\n

The teacher briefly introduces this lesser-known side of the author, touching on the already\nknown concepts of short stories,<\/em> anecdotes<\/em>, fairy tales<\/em>, and legends<\/em>.<\/p>\n\n\n\n

<\/p>\n\n\n\n

22' \u2013 27' Before Analysis<\/h3>\n\n\n\n

The class is divided into groups. Each group receives one of the following tasks:<\/p>\n\n\n\n

    \n
  1. Write five analytical points for the short story \"Visitors to Patients in Khust\"<\/em><\/li>\n\n\n\n
  2. Write five analytical points for the short story \"<\/em>Fairy of the Mountain Lake\"<\/li>\n<\/ol>\n\n\n\n

    <\/p>\n\n\n\n

    <\/p>\n\n\n\n

    <\/p>\n\n\n\n

    28' \u2013 33' Preparation for Recitation<\/h3>\n\n\n\n

    Each group exchanges their analytical points with a group that worked on the other short\nstory. Task: Write a three-minute recitation plan using your reading experience and the points\nreceived from the other group.<\/em><\/p>\n\n\n\n

    \n

    The advantage of similar tasks is that they practice organizing \"raw\" ideas, observations, and statements into a logical line of thought.<\/em><\/p>\n<\/blockquote>\n\n\n\n

    34' \u2013 39' Recitations<\/h3>\n\n\n\n

    Two volunteer groups have the opportunity to present their work through a spokesperson in\nthe form of a recitation. The teacher encourages students to compare their own work with the\npresented recitations.<\/p>\n\n\n\n

    <\/p>\n\n\n\n

    \n

    Other groups should be given the opportunity to showcase their\nrecitation plans and receive feedback.<\/em><\/p>\n<\/blockquote>\n\n\n\n

    <\/p>\n\n\n\n

    40' \u2013 45' Summary and Evaluation<\/h3>\n\n\n\n

    The teacher briefly highlights a few important characteristics of the two short stories, also\nreflecting on the recitations.<\/p>\n<\/div><\/div><\/div>\n\n\n\n

    <\/span><\/span>
    <\/span>

    VII. Summary<\/strong><\/strong><\/h3><\/div><\/div>
    \n

    1' \u2013 2' Introduction<\/h3>\n\n\n\n

    <\/p>\n\n\n\n

    <\/p>\n\n\n\n

    3' \u2013 12' Quiz<\/h3>\n\n\n\n

    The game is conducted using a smartphone application. The teacher is responsible for\nclarifying the rules and supervising the competition.<\/p>\n\n\n\n

    \n

    For this game, an application such as Kahoot is recommended, which can summarize and\ndisplay results in real time. The quiz available on the J\u00f3k.ai website can be helpful in\ncompiling the questions. For motivation, it's important for the teacher to reward the best\nplayers according to their system. The competition can be linked to the final exam, for\nexample, by incorporating bonus points into the test.<\/em><\/p>\n<\/blockquote>\n\n\n\n

    <\/p>\n\n\n\n

    13' \u2013 19' Meme Contest<\/h3>\n\n\n\n

    The teacher divides the class into groups of four to six students and distributes 5\u20138 well-\nknown meme templates to each group. Task: Create J\u00f3kai-related memes using the provided\ntemplates. It's not only okay but encouraged for the memes to include \"insider\" humour that\nrequires knowledge learned about J\u00f3kai.<\/em><\/p>\n\n\n\n

    \n

    It is advisable to give each group different templates. This game motivates students, creates a\ngood atmosphere, stimulates creativity, and most importantly, helps to "unobtrusively" review\nthe material.<\/em><\/p>\n<\/blockquote>\n\n\n\n

    <\/p>\n\n\n\n

    20' \u2013 24' Meme Contest \u2013 Sharing<\/h3>\n\n\n\n

    The teacher projects the memes created by each group and conducts a vote. The winners are\nrewarded according to the teacher's system.<\/p>\n\n\n\n

    \n

    Various applications can be used for voting.<\/em>.<\/p>\n<\/blockquote>\n\n\n\n

    <\/p>\n\n\n\n

    <\/p>\n\n\n\n

    25' \u2013 34' Final Exam<\/h3>\n\n\n\n

    Task: Create tasks for the final exam with your desk partner. Keep in mind that a good task is\nbased on what was learned and presents a real challenge. Particularly valuable are tasks that\nare creative, witty, and capable of surprising.<\/em><\/p>\n\n\n\n

    \n

    This task encourages students to independently review and think through the material<\/em>.<\/p>\n<\/blockquote>\n\n\n\n

    35' \u2013 41' Discussion of the Tasks<\/h3>\n\n\n\n

    The teacher listens to and evaluates the shared task ideas.\nThe best are rewarded according to the teacher's system. Students can provide feedback on\ntheir peers' work.<\/p>\n\n\n\n

    <\/p>\n\n\n\n

    \n

    Suitable tasks can also be used in the final exam. If the teacher indicates this possibility in\nadvance, it can ensure greater attention.<\/em><\/p>\n<\/blockquote>\n\n\n\n

    <\/p>\n\n\n\n

    42' \u2013 45' Questions and Answers<\/h3>\n\n\n\n

    To conclude, the teacher offers an opportunity for open-\nended questions.<\/p>\n<\/div><\/div><\/div>\n<\/div><\/div><\/div><\/div>\n\n\n\n

    <\/div>\n\n\n
    \n
    \"\"<\/figure>\n<\/div>\n\n\n
    <\/div>\n<\/div><\/div>\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"

    In the article \"AI and School\"<\/a> Tam\u00e1s N\u00e9meth demonstrated that J\u00f3k.ai GPT is capable of\nwriting lesson plans. These plans are creative and contain interesting perspectives but are raw\nand not directly applicable in the classroom. Using these ideas, he developed the lesson plans\nfor seven J\u00f3kai-related lessons as prescribed by the National Curriculum.<\/p>","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_eb_attr":"","inline_featured_image":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"footnotes":""},"class_list":["post-358","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/ailabor.appsters.me\/en\/wp-json\/wp\/v2\/pages\/358","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ailabor.appsters.me\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ailabor.appsters.me\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ailabor.appsters.me\/en\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/ailabor.appsters.me\/en\/wp-json\/wp\/v2\/comments?post=358"}],"version-history":[{"count":69,"href":"https:\/\/ailabor.appsters.me\/en\/wp-json\/wp\/v2\/pages\/358\/revisions"}],"predecessor-version":[{"id":2949,"href":"https:\/\/ailabor.appsters.me\/en\/wp-json\/wp\/v2\/pages\/358\/revisions\/2949"}],"wp:attachment":[{"href":"https:\/\/ailabor.appsters.me\/en\/wp-json\/wp\/v2\/media?parent=358"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}