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5PRACTICAL STAGES OF USING CASE STUDY TECHNOLOGIES AND DIDACTIC TOOLS IN THE EDUCATIONAL SYSTEM
Nizamova Umida Sandjarovna
Doctoral student of Andijan State University https://doi.org/10.5281/zenodo.7973994
Abstract. This article discusses the advantages of CASE study teaching technologies in the flipped classroom model. In turn, they consist of technical and software tools: smart manuals, and textbooks, expressed in the form of software for creating and distributing interactive and communicative electronic educational materials. The author focuses on using computers or smartphones where providing videos, podcasts, banks, digital platforms, applications, and websites that are productive in teaching English.
Keywords: CASE study, flipped classroom, problem-solving, student-oriented, critical thinking, teaching technology.
In recent years, the term CASE study has also been widely used in the social, economic, and medical fields. In the educational system, however, CASE study has become increasingly popular as teaching technology. CASE study teaching technology develops creative thinking as well as enhances critical thinking skills in students by analyzing a problem situation. Students seek answers to complex questions by relying on real-life events through case studies. Also, during the course of the lesson, students are required to combine and synthesize information to solve the problem. Because, in this, each student learns to reflect on them, while seeking solutions to global problems within their field.
Communicative exercise "Problem-solving". In this exercise, the teacher will tell the students about a problematic situation or situation and ask them a question about the following content in order to find a solution to that problem. (My car needed repairs three times in the last three weeks, and the last one was more serious than every time. However, I do not have enough funds to buy a new car. How should I behave? Students, on the other hand, will have to give their advice in order to solve the problem that has been thrown in between. When working with groups, the most optimal is chosen by comparing the answers, and with the help of a group, a solution to the situation is found, and the winning group is determined. See Figure 1.1:
r My car needing repairs three times in the last three weeks and each repair being more serious than the one before. But I have no extra money to buy a new one. What should I do?
I think getting an autoloan from local "" community banks would be the best solution. If you need a car urgently you don't have to wait until you've saved all or even part of the money. You can spend the cash on other t important things ^ Your car's oil filter and air filter become clogged over time, so it's important to renew them regularly. u
Find a qualified mechanic to deal with Top up fluids regularly You should sell your car and use public transport
Figure 1.1. "Problem-solving" communicative exercise
At the next stage, the parameters of the key assignment must be determined by the teacher. These parameters are reflected in drawing 1.2:
Single case Multiple case
Pair work
Individual work Group work
Oral response Written response Presentation
In class Out of class
Figure 1.2. Case study technology parameters
Consequently, the" Flipped classroom " approach, on the other hand, is considered popular with the young people of technology. Accordingly, based on the Flipped classroom model, we would like to recommend the introduction of CASE study teaching technology. Because, in teaching students at the productive level, the Flipped classroom model offers the use of video assignments, training based on case study Technology, and the type of student-oriented education used in problem-solving." Flipped classroom" differs from the traditional type of education in two ways, including meanings such as reverse, overturned class, or equipped class model:
1) active and student-oriented learning activities instead of standard classes; 2) provide students with the opportunity to gain ideas and insights on the topic by listening to materials in video form or short audio in advance so that they can gain independent knowledge beyond the lesson. Usually, while the teacher explains a new topic at the beginning of the lesson, in addition, the student is content with an assignment so that he can work from an independent home. However, in such a situation, it is natural that difficulties arise between students. This is because students have different levels of knowledge and acceptance, which include problems such as lack of understanding, low attentiveness, and embarrassment to their peers who are above themselves.
The use of CASE study Technology in the" Flipped classroom " model gives positive results in various levels of student active participation. In this case, students independently study materials on a new topic before classes and then make discussions on the same topic and methods of solving problems during classes. It is known that video and audio tasks give more results when mastered in the form of independent homework. Students can also listen repeatedly or pause and record so that they can understand the video or audio material given beforehand. Kahn Academy of quality audio and video materials to enable students to pursue independent education (http://www. khanacademy.org/), Kahoot when creating a video, audio, picture, or slides for various presentations, and a question-and-answer quiz! We recommend putting it into practice by using tools such as the Camastasia program when creating a mobile application, a Google service when listening to audio podcasts, or a personal video.
You can see the application of CASE study Technology in the "Flipped classroom" model using the drawing below. 1.3-see drawing:
BEFORE LESSON
• watching videos
• listening podcasts
• do exercises
• reading articles
• make notes
• preparing questions
AFTER LESSON
cooperative working group working topic discussion
asking and answering to questions problem solving make a presentation
Figure 3.2. CASE study Technology in the" Flipped Classroom" model
In the drawing above, we want to show that educational platforms, which are aimed at the independent performance of students before and during the course of classes are convenient for them to carry out their collaborative activities more efficiently, are used in such areas as Kahn Academy, Plickers, and Mentimeter. When creating these didactic materials, we would like to introduce case study technology based on the Flipped classroom model using the above educational platforms using the example of one of the topics relevant today, "Extreme environmental issues" i.e. According to this, students begin by familiarizing themselves with thematic vocabulary and vocabulary given to the Kahn Academy platform so that they can thoroughly master the topic of "Extreme environmental issues" before class. They are then given to read small texts on the subject given in the close reading informational text section.
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