• Danish word order for beginners

    The target group is learners wiith A1-A2 level of Danish.

    The overall idea with the tasks is to let the learners discover Danish word order patterns inductively by solving sorting tasks and formulating criteria for their sorting.

    In task 1 the learning aim is to help the learners to discover the two word order patterns of main clauses in Danish: inverted and non-inverted word order.

    In tasks 2a and 2b the learning aim is to make the learners aware of the structural differences of main and subordinate clauses in Danish. 

    Suggestions and ideas of possible follow-up tasks in connection with taks 1, 2a and 2 b are given after the respective tasks.

  • Infinitive vs. -ing sorting


    Date: February 17, 2010 

    Aim:students will be able to differentiate between the verbs which take infinitive and Verb-ing.

    Task: Classification.


    My parents love working in the garden.

    I really hate buying some food.

    They are going to go for a walk in the evening.

  • Modified tennis tasks

    Developing tennis tasks


    Standard methods of all these exercises include PRESENTING or TELLING what a person has to do OR how the task has to be made. I think that implementation of thinking skills in each task can change the motivation of a kid, quality of doing the task and the whole view on situations. I use it as private or group lesson plan.

    1. Running different distances around the cones to beat the result.

    For tennis skills: modified exercise to increase and develop speed and reaction.

    For thinking skills: to be able to improve the result, using thinking skills.

    Goal with this exercise:  to be able to see running distance as a system that is divided to some sub-systems.

    Very useful, when there’s no physics problem to beat the result.

    Step 1: Kids start to divide the long distance to many different shortcuts.

    Step 2: Kids write or draw the distance and fill the list with as many possible options to cross the distance as they can imagine. (Brainstorm)

    Step 3: Usually follows the discussion (better for groups)

    Step 4: Kids choose new strategy how to improve them and the whole distance result.

    Start competing to improve the result.

     2. Collecting balls. Usually boring task.

    For tennis skills: every tennis player has to collect the balls after the exercise. Usually there’s no system how to do it effective and fun. In the world there are specific balls-collecting machines, but they’re big and expensive, so many students just collect balls using their racquets.

    For thinking skills: To be able to build methods, analyzing ENV model.

    Goal with this exercise:  to be able to collect the balls with the most effective and well suited method.

    Step 1: Bank collecting. To be able to use (find) as many methods of balls collection as possible.

    Step 2: Sorting. To be able to explain the parts of each method.  Split the process to parts. Move closer to ENV model – make a description of each step.

    Step 3: Decision building: To be able to make a decision which method suits better, in terms of the goal.  

    3. Hitting the balls from the basket. (as there are very many variations on this task, depending on level of a player, season’s part etc, I will write about specific goal for the period)

    For tennis skills: to develop feeling, approach to the ball, timing, swing, shots etc.

    For thinking skills: to develop natural feeling in decision making procedure.

    Goal with this exercise: to improve the depth and placing of the forehand

    Step 1: feed 1-2 baskets to see, how the player is dealing with the balls

    Step 2: ask player to analyze what he’s doing, just in words

    Step 3: ask to change a bit elements leg placement, swing, follow-through (in terms of possible technique options etc) from time to time (usually 2 series with 8 balls then change) and analyze what is changing.

    Step 4: make a short discussion and give a home task to write bank-sort the decisions and find situations why the choice has to be made like this.

    Step 5: find exactly the method which suits to the player and is more natural and practice it his way. 

  • OTSM-TRIZ tools

    Hi guys! Finally got a chance to post smth.

    As I work with TRIZ, it's obvious for me to analyze more than once what I'm doing. So on Monday I was choosing TRIZ tasks for my kid (11.y.o). And a question appeared. What is important when I present world to a kid?

    OTSM - is a theory of powerful thinking. TRIZ - is a theory of inventing problem solving. 

    BUT! If you've studied TRIZ or have read more than 1 book about it and solved more than 2 tasks you have to understand, that it's not about problems. Well it is. And it's not. 

    Why am I speaking like this? Ok. Look. No. Not just look. Read. 

    We all know that thinking is a social thing. It depends on how and where the information was presented to us. To kids. To everybody. So not only kid's mind and brain are like adaptive gearbox, which get used to the style of the driver, thinking does the same. 

    If you present information about picture (3 stripes, white, black, yellow) as a system, which contains from, ok, let's say it has three values of a parameter color - black, yellow and white. Black is not opposite to white. And white is not opposite to yellow. We take a look at each of them separately (colors, shape of the form, depth etc), and to all of them together as a picture. Usually we can't delete anything, so we have to deal with it. 

    Now let’s define the word “problem”? Wiki says: A problem is an obstacle, impediment, difficulty or challenge, or any situation that invites resolution.

    Ask anybody 13-65y.o about problem – you’ll hear such words as difficult, unpleasant etc. Does any of these words are connected with creativity? With super fun? With good ideas?  With motivation? No.

    Ask a 5 y.o kid who’s already in a “standard education system” – you’ll hear: when smth goes wrong, when smth is bad, when you don’t know what to do, I don’t like problems … What the hell? Why? Because of methods that were used by teachers and parents.

    It’s not a problem. It’s a situation, task and exercise, whatever. It’s fun! It’s new! And we don’t  define  cool fun new tasks as problems!

    Zen Buddhism is a good example for this. It presents a world, as a whole and a system without defining good and bad. Everything is useful and can be analyzed as whole or as a system with subsystems, even opposite systems. Close to TRIZ, right?

    I’m working with kids and I never say “problem”. Why? This word has negative value today, cause it kills creativity. It’s very difficult to make a first step, when you know there’s a problem in front of you. It’s better to have a situation with contradiction. Task. Anything what is connected with positive and creative thinking. So it’s not only a “word” change. No. It’s a whole different view on things.

    Do you have problems? I don’t. I have situation or lessons to deal with. And I look forward with creativity and open mind to build solutions. Even TRIZ doesn’t. No problems. In russian TRIZ (Теория решения изобретательских задач.)

    If you work with kids and are able to make obstacles, that there a no problems (as are understood in a modern world) for them, would you do it? Would it be good in future for them? And for  you? Share …


  • Raising awareness of the use of ENV model in yes/no situational game.

    Date: 16.05.2011

    Aim: raising awareness of the use of ENV model.

    Material : yes/no situation: 30 Countries without a Passport

    A man managed to visit over thirty foreign countries without his passport. He was welcomed in each country and left each one of his own accord. He did this in one day.

    Procedure: finding the answer for this situation.

    Step 1: the students read the situations and we clarified all the words that could prevent the students from finding the answer for this situtation.

    Step 2: they worked individually and tried to write down all the parametres they could think of. Then they compared the parameters in pairs and choose 2 parametres out theis lists. The whole class discussion let us choose the key words of this situation and select the parametres to find the key for the solution of this situtation:

    - without a passport, welcomed, 30 counries for one day: 1. particular place he visited, 2. the job he had.

    Step 3: the students asked the questions with the selected parametres in their head trying to find the answer of the situation.

    Feedback: It becomes already a good tradition to practise the yes/no situation with the colleagues before implementing it during the class. It is not only fun but also anticipating the possible questions and the parametres to choose during ENV model practice. I tried to be more like a quide for the students and let them choose the parametres and test them. The students did not find the answer for the situation but their questions became more conscious.

  • Tænk på overkategorier


    Mål: At tænke sig frem til flere ord, der kan karakterisere en person


    Læs teksten. Nævn minimum 10 adjektiver, som kan beskrive frøken Smilla. Skriv lige 5 ekstra om Smilla. Nævn minimum 10 adjektiver, som du vil bruge til at beskrive Esajas. Skriv lige 5 ekstra om Esajas. Find nu et parameter (overbegreb) for alle adjektiver i begge lister. Eksempel: rødt hår – hårfarve, lille – højde, sur – humør osv….

    Når overbegreberne er fundet, skal du tilføje adjektiver til begge lister sådan, så du bruger samme parametre til begge personer.

    Endelig har du 2 meget lange lister med nogle adjektiver, som kan bruges til at beskrive mennesker.  

    (Vi arbejder med disse ord senere.)


    På baggrund af teksten om frøken Smilla og Esajas første møde (Peter Høeg) laver vi en beskrivelse af Smilla og Esajas. Når begge lister er udfyldt, gå vi på jagt efter parametre, som kan bruges til alle brugte karakteristikker. Listerne fuldgøres sådan, så alle parametre bruges ved beskrivelsen af begge personer.


    Absolut positiv. Opgaven giver alle studerende mulighed for at arbejde på sit eget niveau. Tænkningen kommer ind i billedet, når man bliver udfordret på ekstra adjektiver end det man lige fik skrevet. Sværhedsgraden kan justeres med præcist dette parameter – antal adjektiver. Øvelsen er også god for at huske adjektiverne, specielt i det øjeblik presser nogle ord ud, som ikke er helt en del af det aktive ordforråd endnu. Udarbejdelsen af parametre er også en god øvelse for både tænkningen og sproglæringen. Det viser sig, at de studerende også kan bruge disse adjektiver i de næste opgaver.


  • Yes/No guessing game.

    Date: February 17, 2010

    Aim:students will be able to understand the algorithm.

    Task: Yes/No guessing game.


    The student should guess the object in the classrom with the help of 10 questions.

  • Yes/No number guessing game.

    Date: February 21, 2010

    Aim:students will be able to understand the algorithm.

    Task: Yes/No number guessing game.


    The students should guess the number from 1 to 1000 with the help of 10 questions. This time it was Yes/No number guessing game. It was rather logical as the next step of our class was the revision the way numeric data like 0,6; 11.68; 12,356 is said.

    First af all we have revised the characterristics of the strong questions. Then students had a chance to guess the number for 10 questions. They succeeded and the questions they have asked surprised me as they were thinking ones like:

    Is this number more than 500? 

    Is this number more than 250?

  • Yes/No situational guessing game


    Aim:raising awareness of the use of ENV model.

    Material :The Broken Vase. A young man wanted to give a present to his girlfriend. He bought a broken vase at a very cheap price in a second hand shop. He wanted to drop that wrapped vase when his girlfriend opened the door. So, he did as he had planned. When she opened the door he dropped the vase. The girl started to pick up the piece and suddenly... she slapped him in the face.

    Procedure:finding the answer for 10 questions.

    Step 1: the students read the situations and thought about the possible questions individually.

    Step 2: they worked in pairs and discussed the possible questions to ask.

    Step 3: the students asked the questions but they did not find the answer of the situational guessing game.

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