CC BY
6YJXK37
Mamutniyazova D.R.
Young Scientist
Student of the Computer Sciences and Information technologies faculty Oguzhan Engineering and Technology University (Ashgabat, Turkmenistan)
Akmyradova Ay.Ya.
Instructor of the Computer Sciences and Information technologies faculty Oguz han Engineering and Technology University (Ashgabat, Turkmenistan)
Yazgulyyeva J.B.
Instructor of the Computer Sciences and Information technologies faculty Oguz han Engineering and Technology University (Ashgabat, Turkmenistan)
DI3L (DESIGN-BASED LEARNING), CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING) AND PBL (PROJECT-BASED LEARNING) METHODS: STRATEGIES,
BENEFITS, POSSIBILITIES AND LIMITATIONS IN PEDAGOGY
Abstract: this publication explains Design-based learning (DBL), also known as design-based instruction, is an inquiry-based form of learning, or pedagogy, that is based on integration of design thinking. Content and language integrated learning (CLIL) is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. Project-Based Learning, (PBL) is an approach to teaching, which involves student engagement through personally meaningful and real-world projects.
Keywords: DBL, CLIL, PBL, FAL, ICT.
Content and Language Integrated Learning (CLEL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. CLEL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices - such as bilingual education and immersion - have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.
• The benefits of CLIL
There are many advantages to the CLIL approach: it develops confident learners, enhances academic cognitive processes and communication skills, and encourages inter-cultural understanding and community values, hi addition, research shows that learners become more sensitive to vocabulary and ideas presented in their first language as well as in the target language and they gain more extensive and varied vocabulary. Learners reach proficiency levels in all four skills of listening, speaking, reading and writing far beyond what is expected in other English programmes for young learners. This success is shown in ICT skills too. The global need for language learning, particularly for English, has created a demand for new ways of teaching languages. CLIL is a flexible and effective approach which is being used to respond to this need. Many instructers of auricular subjects are finding they can develop professionally by adding CLIL to their range of skills.
• Possibilities of PBL and CLIL methods in teaching
Very often, educational environments are a bit reluctant to introduce strategies that could better prepare students for real-life situations and modem-day jobs. Nowadays, educators should link curriculum topics to real-life situations, making
learning more meaningful, and guide students in the acquisition of competencies and life skills (including critical thinking, effective communication, and language fluency) in order to meet learners' needs. With an appropriate mindset and the tools, such as PBL (Project-Based Learning) and CLIL (Content and Language Integrated Learning), everyone can provide meaningful, useful learning experiences to students. PBL offers students an opportunity to be more engaged in learning, providing them with a tangible goal, in order to work on both content and competencies.
• Characteristics of Project-Based Learning
Here are three characteristics of meaningful project-based learning activities that lead to deeper student understanding:
L Interdisciplinary
Project-based curriculum is designed to engage students using real-world problems. This is an interdisciplinary approach because real-world challenges are rarely solved using information or skills from a single subject area. Projects require students to engage in inquiry, solution building, and product construction to help address the issue or challenge presented. As students do the work, they often use content knowledge and skills from multiple academic domains to successfully complete the project.
2. Rigorous
Project-based education requires the application of knowledge and skills, not just recall or recognition. Unlike rote learning to assess a single fact, PBL assesses how students apply a variety of academic content in new contexts. As students engage in a project, they begin by asking a question. Inquiry leads the student to think critically as they are using their academic knowledge in real-world applications. The inquiry process leads to the development of solutions to address the identified problem. They show their knowledge in action through the creation of products designed to communicate solutions to an audience.
REFERENCES:
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2 Alotaibi, H., S Al-Khalifa, H., & AlSaeed, D. (2020). Teaching Programming to Students with Vision Impairment: Impact of Tactile Teaching Strategies on Student's Achievements and Perceptions. Sustainability, 12(13), 5320. doi: 10.3390/sul2135320
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