Teaching methods

and competence development

for 21st century

World Phenomena uses innovative methods that enable teachers to teach in a modern and interesting way.
Methods of guided teaching

Methods of guided teaching are traditional teaching methods. The teacher acts as an expert managing the educational process. The pupil is a passive recipient of information. Standard activities include lectures, interpretation, storytelling, etc.

These traditional methods have a place in the learning expedition but are not the main way of working.

Kinaesthetic methods

Kinaesthetic methods tend to get a pupil moving. Traditionally, teaching is based on reading, writing and listening. Yet we also learn while moving and using objects.

Kinaesthetic methods stimulate the whole body and include: role play, dramatization, movement games, cutting, gluing, drawing, puzzles, etc.

Reverse teaching

Reverse teaching focuses on the pupils' independent activity. Whether at school or home, pupils study a topic from prepared educational materials. Learning in this way allows greater focus on the curriculum and develops the pupils’ responsibility.

The teacher acts as lesson consultant and manager where the acquired knowledge is applied.

Methods of differentiated teaching

Methods of differentiated teaching focus on individual abilities and needs. Pupils work in teams and are organized by a teacher who acts as a guide. Cooperation and responsibility of team members is the key to solving assigned tasks.

Methods of differentiated learning include peer education activities, teamwork, work at a post, and differentiated tasks.

Research methods

Research methods allow pupils to discover, self-identify, design solutions and draw conclusions. The teacher is facilitating teaching guide. His/her role is to promote discussion, ask problem questions.

Research methods also include discussion and problem teaching.

Gamification and didactic games

Gamification and didactic games are based on introducing game elements into a non-gaming environment. Here it is the application of game elements into educational activities to make them more entertaining and motivating.

Gaming elements include following the rules of a game, collecting points, earning rewards, competing, and trying to reach a higher level to increase pupils' internal motivation.

With educational activities, pupils develop their creativity, critical thinking, teamwork and reading with comprehension, i.e. the key competences that will allow them to assert themselves in the 21st century.
Critical thinking

People think critically whenever they argue, justify, seek a rational solution, or debate according to certain rules. The ability to think critically is important in every area of life, especially when it is difficult to distinguish between truth and untruth. Critical thinking is a way to find truth.

Communication skills and presentation skills

To communicate is to understand. To present is to explain something to someone so that he/she understands the meaning and our intention. Both skills are necessary for work and everyday life. Teaching offers many situations in which pupils can learn to communicate and present the result of their work, their learning, or just an explanation of an idea.


The emergence of a new, yet unknown, idea is a unique moment. We may not be all original thinkers, but we should be able to integrate existing knowledge autonomously into new units. We should create. Expressions of creativity are also a well-asked question, well-prepared chart and problem solving. In real life, we depend on finding our own solutions - we depend on creativity.


Being responsible means fulfilling goals, tasks, deadlines and set procedures - whether set by the teacher or the pupil. This applies to both individual work and teamwork. At school, a teacher or group of peers leads to responsible work. The pupil prepares for a situation to perform tasks independently.


Most of contemporary occupations necessitate working in a team. This is also the case in a school where it is enough to set a clear work goal and divide tasks between pupils. During teamwork, pupils practice many communication techniques and are held accountable. The teacher becomes the work group manager. With a properly prepared team activity, a group can achieve more than an individual.

Reading and listening with comprehension

Reading a text and watching a video does not mean that the pupil understands the content. Does he/she understand the meaning of the text and the whole? Can he/she critically evaluate and incorporate it into his/her knowledge? In the digital era in which we receive information by image and by word, these capabilities are crucial. If the teacher creates the appropriate conditions, any didactic material can lead to understanding the subject matter and content.

Start teaching in an innovative, attractive and experiential way today
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„Being involved in the World Phenomena project is an opportunity to make teaching more attractive for our pupils and teachers. Using the project’s modern methods, activities and videos, we can increase pupils' interest in education and open new perspectives on current topics while enriching traditional teaching.“
Mgr. Lenka Harvanová
Primary school, Trieda SNP 20, Banská Bystrica
„We were intrigued by the opportunity to bring unique educational materials to pupils, including videos from the BBC and the World Phenomena Expedition with a young YouTuber. Teachers also need motivation in the 21st century and they can get it thanks to World Phenomena’s innovative educational methods, amazing educational materials and digital technologies.“
Mgr. Katarína Šalamúnová
Primary school, Mládežnícka 1434/16, Púchov
„World Phenomena immediately interested me as an English teacher as it also includes BBC videos and I also enjoy new challenges. The school board opted for education through the new school subject ‘Research’. I am interested in physics, culture, books, and documents in general - so this was a dream come true. Our education system lacks this - linking topics, languages, cultures, etc. Education should be comprehensive rather than partial. The teaching will be experiential for the children and me.“
Mgr. Miroslava Závadská
Primary school, Pribinova 123/9, Nováky
„World Phenomena Expedition can draw a pupil into a problem in a wider context - becoming a member of the expedition seeking solutions as part of a team. But the pupil doesn’t know the tasks are being solved in a cross-curricular way with a focus on problem-solving, which is exactly the innovative perspective. The subjects overlap. Such an approach to the subjects, a broader perspective, is also a novelty for teachers. It is a challenge we all look forward to.“
Mgr. Róbert Harmata
Primary school, Benkova 34, Nitra
„World Phenomena is a wealth of quality teaching materials, ready-made methodologies for teachers, the opportunity to experience innovative teaching methods, a new dimension of teaching, and the opportunity to show that innovation originates from a teacher’s thinking and attitude.“
Mgr. Gabriela Kuklišová
J. J. Turzo Primary School, Detva
„We also joined the project because it’s good for children and teachers. When we discussed it with colleagues, they liked the idea and were eager to participate. We look forward to seeing how the children enjoy learning.“
RNDr. Zuzana Hanudelová
Primary school, Komenského 13, Sabinov
„We see the World Phenomena Expedition project as an opportunity to revive traditional teaching with new features. Especially pupils with learning difficulties can engage in the learning process in an interesting way with these non-traditional methods.“
Mgr. Lenka Paľová
T. J. Mousson Primary School, Michalovce
„BBC videos - as well as high-quality cross-curricular activities linked to innovative teaching methods - will help us achieve our goals. We’ll be implementing this project now and in years to come into our teaching and we believe it will be of great all-round benefit.“
Mgr. Katarína Kurucová
Primary school, Komenského 13, Sabinov
„World Phenomena Expedition takes education to another dimension. The pupil becomes a researcher and the teacher increasingly becomes a facilitator. Individual phenomena are introduced in context and presented through unique BBC videos. By linking to English language teachers can apply the CLIL method to their teaching. And we see the main importance of this project in the application of cross-curricular relationships and the complexity that characterizes individual phenomena.“
Ing. Daniela Kopinská
Grammar school, Kukučínova 4239/1, Poprad