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39APPLYING INTERACTIVE ACTIVITIES IN TEACHING
PROCESS
Jaloliddinova N.D.1, G'ofurova A.B.2, Saydaliyeva D.N.3
Jaloliddinova Nozima Doniyorjon qizi - Student, TEACHING ELECTRIC ENGINEERING DEPARTMENT, POWER ENGINEERING FACULTY; G'ofurova Arofathon Botirjon qizi - Student,
DEPARTMENT OF THE LIGHT INDUSTRY, MECHANICS MACHINE CONSTRUCTING FACULTY, FERGANA POLYTECHNIC INSTITUTE; Saydaliyeva Dilorom Nimatovna - Leader, WOMEN'S COMMITTEE, FERGANA CITYKHOKIMIYAT, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion describes the application of interactive activities in teaching process. The authors of the article describe different types of interactive activities which facilitate the students' motivation in studying. Keywords: interactive, activities, motivation, studying, learning, process, master, accomplishments, brainstorming, individual, equipped, share, information.
Great teachers are nimble, observant, and responsive, always keeping an open mind about how to best engage their students and get them excited about learning—and that means considering trying out different interactive teaching styles in the classroom.
Interactive teaching styles are designed around a simple principle: without practical application, students often fail to comprehend the depths of the study material. Whereas students often lose interest during lecture-style teaching, interactive teaching styles promote an atmosphere of attention and participation.
Interactive teaching methods are an effective way to connect with a generation of students used to consistent stimulation and education [1, p.p.79-81].
Interactive teaching is also beneficial for you as a teacher in a number of ways, including:
• Measurable student accomplishments: teachers making use of interactive teaching styles are better equipped to assess how well students master a given subject material.
• Flexibility in teaching: applying training methods that involve two-way communications will enable you to make quick adjustments in processes and approaches.
• Practice makes perfect: interactive instruction enhances the learning process.
• Student motivation: two-way teaching dispels student passivity, and when more students are engaged, you'll have much more fun too [2, p.p.69-71].
Now is the time to start bringing life into your teaching styles. Here are some of the most effective ways to engage your students.
1. Brainstorming — various techniques
Interactive brainstorming is typically performed in group sessions. The process is useful for generating creative thoughts and ideas. Brainstorming helps students learn to pull together. Types of interactive brainstorming include:
• Structured and unstructured
• Reverse or negative thinking
• Nominal group relationships
• Online interaction such as chat, forums and email
• Team-idea mapping
• Group passing
• Individual brainstorming
2. Think, pair, and share
Establish a problem or a question, then pair your students. Give each pair sufficient time to form a conclusion, and permit each participant to define the conclusion in his or her personal voice. You can also request that one student explain a concept while the other student evaluates what is being learned. Apply different variations of the process—your students will be engaged, communicating, and retaining more information before your eyes.
3. Buzz session
Participants come together in session groups that focus on a single topic. Within each group, every student contributes thoughts and ideas. Encourage discussion and collaboration among the students within each group; everyone should learn from one another's input and experiences.
Appoint one student as tweeting "chairperson," and have that student be responsible for posting the most important concepts discussed in the day's class on Twitter. Have other students follow the Twitter feed and "retweet" any discussions or disagreements.
4. Incident process
This teaching style involves a case study format, but the process is not so rigid as a full case study training session. The focus is on learning how to solve real problems that involve real people— preparing your students for life beyond your classroom. Provide small groups of students with details from actual incidents and then ask them to develop a workable solution.
Instead of using abstract numbers to interest students in lectures, switch word problems with current events. For example, illustrate a math concept with a topic currently popular, such as, "What percentage of the time do Jersey Shore cast members spend at the gym?" Students will respond more enthusiastically when presented with a topic they identify with, rather than generalized ideas.
5. Q&A sessions
On the heels of every topic introduction, but prior to formal lecturing, ask your students to jot down questions pertaining to the subject matter on 3x5 index cards. After you collect the cards, mix them up and read and answer the student-generated questions.
Divide the class into at least two groups and announce a competition for most points on a practice test. Let students study a topic together and then give your quiz, tallying points. After each round, let students study the next topic together before quizzing again. The points should be carried over from round to
round. The student impulse for competition will focus their engagement onto the material itself.
After watching a film on a topic discussed in class, have students answer what the movie portrayed accurately and which points it dramatized or glossed over. While this technique has a more obvious application for historical movies such as JFK, Schindler's List, or Elizabeth, it also can be used to examine biases in documentary films or other dramatizations.
Another option is to divide students into groups and have them come up with examples on their own of movies that made use of an idea or event covered in class—and then try to find at least one example of how the film got it right and one of how the film got it wrong [3, p.p. 18-34].
References
1. Azamjonova H.N. Interactive methods of activities in teaching foreign languages. //Actual questions of philology. II International Scientific Conference. Krasnodar. Novatsiya, 2016. P.p. 79-81.
2. Brown H.D. Principles of Language Learning and Teaching. Englewood Cliffs, N.J., 1990. P.p. 67-89.
3. Jack C. Richards and Theodore S. Rodgers. Approaches and methods in language teaching. Cambridge Language Teaching Library, 2001. P.p. 18-34.
