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0ENHANCING PEDAGOGICAL EFFECTIENCY THROUGH INNOVATIVE
APPROACHES Yoqutxon Rayimaliyeva Zohidjon qizi
English Teacher, English Philology faculty, Uzbekistan State World Languages University
https://doi.org/10.5281/zenodo.11086024
Abstract. This research work involves the process of teaching and learning involves the transmission of knowledge from educators to students, incorporating various elements such as identifying learning objectives, developing teaching materials, and implementing effective teaching strategies. This study delved into a range of academic literature, teaching methods, and inclusive practices to assess the effectiveness of teaching in higher education settings. It sought to evaluate teaching efficacy within the context of higher education, employing experimental research techniques, primarily reflection, and literary analyses to examine theories alongside practical applications drawn from experiences in university settings.
Keywords: teaching effectiveness, pedagogy, cognitive skills, class interaction, visual aids, auditory learners, visual learners, kinesthetic learners, cognitive intelligence, blended learning.
Annotatsiya. Ushbu ilmiy maqola o 'qitish jarayoni o'quv maqsadlarini aniqlash, o'quv materiallarini ishlab chiqish va samarali o'qitish strategiyasini amalga oshirish kabi turli elementlarni o'zida mujassam etgan holda o'qituvchilardan talabalarga bilimlarni uzatishni o'z ichiga oladi. Ushbu tadqiqot oliy ta'lim muassasalarida o'qitish samaradorligini baholash uchun bir qator akademik adabiyotlar, o'qitish usullari va inklyuziv amaliyotlarni o'rganib chiqdi. Oliy ta'lim o'qitish tizimida samaradorligini baholashga harakat qildi.
Kalit so'zlar: o'qitish samaradorligi, pedagogika, kognitiv ko'nikmalar, ko'rgazmali qurollar, eshitish organuvchi, visual organuvchi , kinestetik organuvchi , kognitiv intellekt, aralash ta'lim.
Аннотация. Процесс преподавания и обучения включает в себя передачу знаний от преподавателей к ученикам, включая различные элементы, такие как определение целей обучения, разработка учебных материалов и реализация эффективных стратегий обучения. В этом исследовании был изучен ряд академической литературы, методов обучения и инклюзивной практики для оценки эффективности преподавания в высших учебных заведениях. Он стремился оценить эффективность преподавания в контексте высшего образования, используя методы экспериментальных исследований, в первую очередь размышления, и литературный анализ для изучения теорий наряду с практическими приложениями, извлеченными из опыта университетской среды.
Ключевые слова: эффективность преподавания, педагогика, когнитивные навыки, наглядные пособия, аудиальные, визуальные, кинестетические, когнитивный интеллект, смешанное обучение.
INTRODUCTION
Teaching effectiveness plays a vital role in the success of educational programs. In an era marked by diverse student populations and evolving learning needs, educators must continually innovate and adapt their teaching methods to engage students effectively. The concept of enhancing teaching effectiveness through innovative pedagogical and learning strategies has been a subject of interest for numerous researchers and educators over the years. Chickering and Zelda Gamson's seminal work on the "seven principles for good practice in undergraduate education" has significantly influenced the field of education and teaching practices since its publication in
1987, outlining seven essential principles aimed at enhancing teaching effectiveness .Learning can be considered as a change that is permanent in nature because change is brought into students by a teacher through techniques like developing specific skills, changing some attitudes, or understanding specific scientific law operating behind a learning environment (Sequeira, 2012). However, in order to be an active learner in higher education, each student expects to be treated as an adult learner who has some right over the learning ambience in the form of asking questions and clearing of doubts (Michael, and Modell, 2003). That is, students expect to have ownership over the learning session (Mitra, 2008; Pond & Rehan, 1997). Moreover, students also want their instructor to be cooperative and humorous who would teach clearly and usually use relevant examples so that the course material being taught becomes easy to understand, which I think is increasingly being required in classrooms today (Becker et al., 1990.) With our current involvement in the higher education settings, we often use the term 'inclusive education' that sounds synonymous with education for children with disabilities, however, we have tried to look at the learning barriers in our higher education setting and found many mature students feel that they have barriers to learning. Multiple higher education research explored that the inclusion and equity in teaching and learning resulting in policy makers and scholars have been discussing the importance of widening participation in tertiary education (e.g., Bradley & Miller, 2010). This study aims to analyze the teaching and learning process to ensure effectiveness. Hence, the research question is proposed: How to implement innovative pedagogical strategies, and facilitate satisfactory learning environment to ensure effectiveness?
Types of Pedagogy with examples
Flipped Classroom Model: In this model, students learn new material outside of class through pre-recorded lectures or online modules, reserving class time for discussions and collaborative activities. For example, a science teacher might create video tutorials on scientific concepts like chemical reactions, which students watch at home. In class, they conduct experiments and discuss their observations to deepen their understanding.
Project-Based Learning (PBL): PBL involves students tackling real-world problems through hands-on projects, promoting critical thinking and teamwork. For instance, in social studies, students might research and present on a historical event's impact on their community, using primary sources and interviews to enhance their understanding.
Gamification: This approach integrates game elements into learning to increase engagement. For example, an English teacher might use a vocabulary-building app that rewards students with points and badges for completing exercises, fostering motivation and competition.
Blended Learning: Blended learning combines face-to-face instruction with online resources, allowing for personalized learning experiences. For instance, a math teacher might use both in-class lectures and online simulations to reinforce concepts, giving students flexibility in their learning pace.
Inquiry-Based Learning: This method encourages students to explore topics through questioning and research, fostering curiosity and independence. For example, in biology, students might design experiments to study environmental effects on plant growth, analyzing their findings and presenting their research.
Adaptive Learning: Adaptive learning uses technology to tailor instruction to individual students' needs, ensuring mastery at their own pace. For example, an online language platform might adjust exercises based on each student's proficiency level, providing targeted support and challenges.
Innovative Teaching Techniques: These techniques, like experiential and play-based learning, promote hands-on experiences to make learning enjoyable and effective. By incorporating games and group activities, teachers can enhance social skills and cognitive development.
Individualized Learning: Customized learning plans accommodate diverse learning styles and abilities, providing targeted support to ensure no student is left behind.
Integration of Technology: Incorporating technology into the curriculum enhances engagement and prepares students for the digital world through apps and multimedia tools.
Promoting Creativity and Critical Thinking: Encouraging creative expression and analytical thinking fosters a love for learning and problem-solving skills.
Inclusive Education: This approach ensures all students have equal access to quality education by accommodating diverse needs and backgrounds, fostering a sense of belonging and holistic development
METHODOLOGY
I acknowledge the ongoing debate surrounding the use of the case study method for data collection. Despite this controversy, I have chosen to utilize the case study approach in my research, recognizing its wide applicability in various social science studies, particularly in providing detailed insights into social behavior. Specifically, I have selected a case study from tertiary education to delve deeply into the subject matter and gain a comprehensive understanding.
To gather data collection, I primarily relied on secondary sources such as peer-reviewed journals, governmental publications, and agency reports. Additionally, I drew from my personal experiences in higher education and explored experimental research methods using literary formats. To complement my research, I created a questionnaire to collect feedback from professor-teachers and students, structured based on qualitative data collection principles due to the limited number of participants.
Subsequently, I analyzed the collected data to understand learners' perspectives on module delivery effectiveness. To validate my research outcomes, I employed data triangulation techniques by aligning my findings with existing research studies and case analyses conducted by other scholars.
RESULTS AND DISCUSSIONS
The findings and discussions of my current research underscored the role of teachers in bridging students' natural abilities with culturally evolved technologies to enhance their cognitive skills. Employing techniques like class interaction, role-play, and visual aids such as graphs and newspapers presenting business information encouraged creativity among students. It emphasized the importance of utilizing a variety of resources like computers, books, and smartboards to enhance engagement and motivation. The study also highlighted the effectiveness of blended learning and experiential approaches, such as cross-age peer tutoring and mnemonic techniques, in improving learning experiences and managing classroom disruptions.
Drawing from existing knowledge about student learning, I analyzed students on what aspects they found most intriguing in a learning session and what outcomes they aimed to achieve. The diverse responses indicated varying learning styles among students, showcasing their proactive engagement in the teaching-learning process to attain significant learning outcomes. Furthermore, students' responses underscored the influence of learner types on learning outcomes, indicating specific categories of learners within a classroom setting. Auditory learners, who excel in perceiving auditory stimuli, benefit most from instructional methods like lectures, discussions,
and group activities. Visual learners, on the other hand, respond effectively to visual stimuli and learn through observations, benefiting from visual aids like charts, diagrams, and pictures during learning sessions. Kinesthetic learners prefer hands-on learning experiences and often exhibit their learning outcomes through physical activities, emphasizing the importance of tailored instructional approaches based on learner preferences and characteristics. These findings also highlighted the impact of internal and external factors on students' learning objectives and anticipated learning achievements, emphasizing the dynamic nature of the teaching-learning process and the significance of continuous learning and innovation in effective teaching practices.
Due to the positive experience that I have had using this strategy, I recommend that the incorporation of practical activities in lessons should be a fundamental component of every course and curriculum. As I have taught various modules to students at universities and colleges, I must utilize a range of teaching approaches based on the students' learning styles. Through the utilization of a questionnaire (VARK - Visual, Aural, Read/Write, and Kinesthetic) developed by Neil Fleming (2001) for a sizable group of learners, I recognized a diverse mix of preferred learning styles. Initially, I commenced teaching by employing PowerPoint slides followed by group discussions in the classroom. This method has proven beneficial for auditory learners, enabling them to grasp the concept of relevant costing through listening to lectures and engaging in discussions with their peers. Integrating video clips from YouTube and a Ted Talk lecture has reinforced the concept and catered to the visual learners' preferences.
Moreover, providing printed PowerPoint slides alongside case study scenarios has assisted learners with visual inclinations. Subsequently, designing exam-type questions requiring role-playing has enhanced the learning experience for kinesthetic learners. Accordingly, I strive to incorporate a variety of teaching and learning strategies and approaches based on the diverse learning styles, emphasizing equal opportunities for learners to comprehend subject contexts and actively engage in lessons. Creating an engaging and creative learning environment for students of varying learning styles has not only boosted student participation rates in my classes but has also elicited innovative ideas that have inspired me to explore new approaches to course management, such as examining the impact of cultural activities influenced by political events. Considering the pivotal internal factors influencing students' learning performance, including age, gender, heredity, cognitive intelligence, and individual learning facilities. External factors, such as the mode and delivery of instruction, teacher qualifications, peer influence, and teacher-student ratio in learning sessions, play a significant role in shaping students' learning outcomes.
The Behaviorist Approach introduced by eminent American psychologist J.B. Watson in 1913 focuses on conditioning through imitation. This theory highlights the concept of associating sounds, words, feelings, and emotions through experiences, objects, and situations, influencing learning and behavior. Embracing this approach in classroom interactions has proven beneficial in reinforcing learning concepts and understanding how individuals associate stimuli with emotional responses in daily experiences. Embracing this principle, I have consistently to try to facilitate environment where conditioning through imitation occurs. This approach involves physically demonstrating to students how to solve problems or handle challenging situations. Demonstrating problem-solving methods and approaches in a tangible manner is crucial for effective learning experiences.
Another theory relevant to classroom teaching and learning is the Two Factor Theory, also known as the Motivation-Hygiene Theory or Dual Factor Theory, attributed to Herzberg in 1957 as cited in Adair (2009). This theory outlines various learning motivators, including the stimulating
nature of work, recognition of achievements, potential growth opportunities, engaging tasks, and involvement in decision-making processes. Implementing this theory proves beneficial for managing classroom dynamics, as students tend to learn more effectively when they are genuinely interested in the subject matter.
Additionally, Bruner's Theory of Development, proposed by the renowned cognitive psychologist Jerome Burner in 1957, emphasizes the importance of fostering intellectual growth in learners. Bruner (1957, p. 234) posited the significance of generic coding systems that enable individuals to extrapolate beyond existing data for innovative predictions. According to this theory, promoting cognitive development in learners enhances their capacity for intellectual thinking and problem-solving skills, ultimately contributing to their overall intellectual development.
CONCLUSION
From my experiences and observations in the classroom, I've learned that managing individual or group behavior requires a range of innovative pedagogical strategies. These include techniques like questioning, role-playing, using rewards and consequences, fostering discussions, facilitating group work, making observations, and utilizing audio/visual aids. Adapting teaching approaches based on the classroom dynamics is crucial for creating an environment conducive to learning.
Understanding the diverse needs and learning styles of students is essential. Teachers must tailor lesson plans to accommodate each student's unique preferences and requirements, ensuring that all learners can achieve the desired learning outcomes. Identifying and addressing potential barriers to learning, such as language barriers or low self-esteem, is important for addressing disruptive behavior effectively.
Providing positive feedback can boost student confidence and contribute to a positive learning environment. Ultimately, promoting student engagement through active learning and inclusivity, aligning outcomes with both faculty and student expectations, and implementing effective communication and discipline strategies are key aspects of successful teaching practices. As a teacher, achieving these goals is possible by prioritizing communication, maintaining discipline, enforcing rules consistently, and offering choice, adapting as necessary, and incorporating creativity into behavior management strategies.
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