5TEACHING FOREIGN LANGUAGES BASED ON INTERACTIVE
TECHNOLOGIES
Shavkat Karimov
Student, Chirchik State Pedagogical University Scientific adviser: Nafisa Raimovna Kobilova
ABSTRACT
The interaction between teachers and students is very insufficient, which cannot fully mobilize the enthusiasm of students. The purpose of this study is to explore a new way for English teaching mode, hoping to explore better English teaching methods and improve students' English performance. This article illustrates the methods of teaching with interactive games and techniques.
Keywords: group work, effective, interactive games , pair, explore new options, creative activity, business games, styles, participants, gain knowledge.
INTRODUCTION
These techniques have multiple benefits: the instructor can easily and quickly assess if students have really mastered the material (and plan to dedicate more time to it, if necessary), and the process of measuring student understanding in many cases is also practice for the material—often students do not actually learn the material until asked to make use of it in assessments such as these. Finally, the very nature of these assessments drives interactivity and brings several benefits. Students are revived from their passivity of merely listening to a lecture and instead become attentive and engaged, two prerequisites for effective learning. These techniques are often perceived as "fun", yet they are frequently more effective than lectures at enabling student learning.
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.
Instructor Action: Lecture
Picture Prompt - Show students an image with no explanation, and ask them to identify/explain it, and justify their answers. Or ask students to write about it using terms from lecture, or to name the processes and concepts shown. Also works well as group activity. Do not give the "answer" until they have explored all options first. Why Do You Think That? - Follow up all student responses (not just the incorrect
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ones) with a challenge to explain their thinking, which trains students over time to think in discipline-appropriate ways. Think Break - Ask a rhetorical question, and then allow 20 seconds for students to think about the problem before you go on to explain. This technique encourages students to take part in the problem-solving process even when discussion isn't feasible. Having students write something down (while you write an answer also) helps assure that they will in fact work on the problem. Updating Notes - Take a break for 2-3 minutes to allow students to compare their class notes so far with other students, fill in gaps, and develop joint questions. Cliffhanger Lecturing - Rather than making each topic fit neatly within one day's class period, intentionally structure topics to end three-fourths of the way through the time, leaving one quarter of the time to start the next module/topic. This generates an automatic bridge between sessions and better meets learning science principles of the spacing effect and interleaving topics. Choral Response - Ask a one-word answer to the class at large; volume of answer will suggest degree of comprehension. Very useful to "drill" new vocabulary words into students. Word Cloud Guessing - Before you introduce a new concept to students, show them a word cloud on that topic, using an online generator (Wordle, Taxedo, or Tagul) to paste a paragraph or longer of related text, and challenge students to guess what the topic was. Instructor Storytelling - Instructor illustrates a concept, idea, or principle with a real life application, model, or case-study. Grab a Volunteer - After a minute paper (or better: think pair share) pick one student to stand up, cross the room, and read any other student's answer. Socratic Questioning - The instructor replaces lecture by peppering students with questions, always asking the next question in a way that guides the conversation toward a learning outcome (or major Driving Question) that was desired from the beginning. Variation: A group of students writes a series of questions as homework and leads the exercise in class. Reverse Socratic Questioning - The instructor requires students to ask him/her questions, and the instructor answers in such a way as to goad another question immediately but also drive the next student question in a certain direction. Pass the Pointer -Place a complex, intricate, or detailed image on the screen and ask for volunteers to temporarily borrow the laser pointer to identify key features or ask questions about items they don't understand. Turn My Back - Face away from the class, ask for a show of hands for how many people did the reading. After they put hands down, turn around again and ask to hear a report of the percentage. This provides an indication of student preparation for today's material. Empty Outlines - Distribute a partially completed outline of today's lecture and ask students to fill it in. Useful at start or at end of class. Classroom Opinion Polls - Informal hand-raising suffices to
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test the waters before a controversial subject. Discussion Row - Students take turns sitting in a front row that can earn extra credit as individuals when they volunteer to answer questions posed in class; this provides a group that will ALWAYS be prepared and interact with teacher questions. Total Physical Response (TPR) -Students either stand or sit to indicate their binary answers, such as True/False, to the instructor's questions. Student Polling - Select some students to travel the room, polling the others on a topic relevant to the course, then report back the results for everyone. Self-Assessment of Ways of Learning - Prepare a questionnaire for students that probes what kind of learning style they use, so the course can match visual/aural/tactile learning styles. Quote Minus One - Provide a quote relevant to your topic but leave out a crucial word and ask students to guess what it might be: "I cannot forecast to you the action of..; it is a riddle, wrapped in a mystery, inside an enigma." This engages them quickly in a topic and makes them feel in vested. Everyday Ethical Dilemmas - Present an abbreviated case study with an ethical dilemma related to the discipline being studied. Polar Opposites - Ask the class to examine two written-out versions of a theory (or corollary, law of nature, etc.), where one is incorrect, such as the opposite or a negation of the other. In deciding which is correct, students will have to examine the problem from all angles. Pop Culture - Infuse your lectures, case studies, sample word problems for use during class with current events from the pop culture world. Rather than citing statistics for housing construction, for instance, illustrate the same statistical concept you are teaching by inventing statistics about something students gossip about, like how often a certain pop star appears in public without make-up. Make Them Guess -Introduce a new subject by asking an intriguing question, something that few will know the answer to (but should interest all of them). Accept blind guessing for a while before giving the answer to build curiosity. Make It Personal - Design class activities (or even essays) to address the real lives of the individual students. Instead of asking for reflections on Down's Syndrome, ask for personal stories of neurological problems by a family member or anyone they have ever met.
Student Action: Pairs
Think-Pair-Share - Students share and compare possible answers to a question with a partner before addressing the larger class. Pair-Share-Repeat - After a pair-share experience, ask students to find a new partner and debrief the wisdom of the old partnership to this new partner. Teach-OK - The instructor briefly explains a concept. The teacher then says "teach!", and the students respond "OK!" Students then form pairs and take turns re-teaching the concept to one another. Wisdom of Another -After any individual brainstorm or creative activity, partner students up to share their
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results. Then, call for volunteers of students who found their partner's work to be interesting or exemplary. Students are sometimes more willing to share in plenary the work of fellow students than their own work. Secret-Write and Reveal - Students individually write down a guess on a prompt given by the teacher, but keeps the answer hidden from partner. Then, everyone reveals and discusses why they had different answers. Human Flashcards - Students take turns calling out terms they were expected to memorize, and demand an answer from their partner. Storytelling Gaps - One partner relay a story that summarizes learning in the chapter so far, but leaves out crucial fine information (such as dates that should have been memorized). The partner listens and records dates silently on paper as the story progresses and then updates the first person. Do-Si-Do - Students do partner work first, then sound off by twos. All of the 2's stand up and find a new partner (the 1's are seated and raise their hands until a new partner comes), then debrief what was said with the first partner. Variation: Later, all the 1's come together in a large circle for a group debrief, while the 2's have their own circle. Forced Debate - Students debate in pairs, defending either their preferred position or the opposite of their preferred position. Variation: Half the class takes one position, half the other. The two halves line up, face each other, and debate. Each student may only speak once, so that all students on both sides can engage the issue. Optimist/Pessimist - In pairs, students take opposite emotional sides of a conversation. This technique can be applied to case studies and problem solving as well. Teacher and Student - Individually brainstorm the main points of the last homework, then assign roles of teacher and student to pairs. The teacher's job is to sketch the main points, while the student's job is to cross off points on his list as they are mentioned, but come up with 2-3 ones missed by the teacher.
Student Action: Groups
1. Jigsaw (Group Experts) - Give each group a different topic. Re-mix groups with one planted "expert" on each topic, who now has to teach his new group, usually done by having each group count off to five (or whatever) and then grouping together all 5's in one corner, etc. Each student debriefs the wisdom of the previous group to his/her new group.
2. Gallery Walk Jigsaw - Perform as jigsaw as shown above, but the first group creates a poster before counting off by numbers and remixing. Each new-group is assigned a poster, which is explained by the person who helped create it. Then, each new-group rotates to a new poster.
3. Single Jigsaw - Divide the class in two. After speed sharing or similar activity, each person finds a partner from the other group to do a lengthy debrief.
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4. Carousel Brainstorming - Everyone in the group writes out a problem statement, then passes the paper to the student on the left. This student records one possible answer or idea. At the signal, all papers shift to the left again, until the entire circle has seen each paper and they return to their original owners.
5. World Café - Small groups tackle the same driving question; plenary debrief, then everyone except table hosts find a new table (new groups) for a second discussion question. The host leads discussions and draws ideas between rounds, taking notes for sticky wall posters.
6. Red Side/Green Side - Each group is loaned a sheet colored red on one side, and green on the other. As they work, they leave the sheet on the table with the green side up, until they have a question or need the instructor, at which point they flip it over to red. The instructor can see at a glance which groups need attention.
7. Silent Seminar - Students are given brainstorming prompts on screen, then scribe their answers onto a large sticky note silently. Further on-screen prompts guide them how to react to each other's written comments with more written comments, turning it into a seminar-style conversation, but all accomplished in enforced silence (until verbal debrief is warranted).
8. Cable TV Special - Students evolve the outline of a History/Discovery Channel type special on the topic being learned in class, with an eye toward explaining the concepts to a non-expert audience.
9. Mystery Numbers - Every student in the group gets a unique number (such as 15), but the teacher doesn't announce until AFTER the discussion period which person (number) is going to report back to the larger class. This will convince everyone to participate fully.
10. Assembling Strips - Give each group an envelope with cut-out strips that assemble into a timeline, a plan of action, etc. Option: include "too many" so groups have to be selective.
11. Empty Table - Hand each group a blank table with headers in place for rows and columns, but interior cells are blank until the group fills them in (example: column headers could be different authors such as Shakespeare, Goethe, and row headers could be genres such as poems, novels, essays, etc)
Interactive teaching styles are designed around a simple principle: without practical application, students often fail to comprehend the depths of the study material. Interactive teaching is also beneficial for you as the teacher in a number of ways, including:
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• 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.
Applying interactive education Whereas students often lose interest during lecture-style teaching, interactive teaching styles promote an atmosphere of attention and participation. Make it interesting. Make it exciting. Make it fun. As you well know, telling is not teaching and listening is not learning.
The ARMA International Center for Education offers the following guidelines to express the focus of interactive educational teaching styles:
• Encourage student participation.
• Use questions that stimulate response, discussion, and a hands-on experience.
• Use teaching aids that press for answers, and capture/hold the student's attention.
• Set up a workgroup environment.
• Involve yourself as well as the student.
5 interactive teaching styles that make a difference
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...
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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.
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.
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.
Interactive teaching language function refers to the process of communication between teachers and students and between students and students. In this process, students gain knowledge and exercise their abilities.
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