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TRADITIONAL AND INNOVATIVE TEACHIING METHODS: APPLICATION OF ACTIVE LEARNING METHODS IN THE EDUCATIONAL PROCESS
A. Akbarov
Traditional and modern methodology. To apply any method or teaching strategy, the teacher shall take into account important factors: interest, motivation and level of intellectual abilities of each student. He should start teaching with a gradual understanding of the development process of his students. The taxonomy of Bloom’s educational objectives (1956) identifies the hierarchy of six categories in the cognitive sphere (see Table).
Cognitive Processes Result
(1) Knowledge Recalling the information received and learned by
(2) Understanding students
(3) Application Enables the use of knowledge
(4) Analysis Provide an opportunity to work on the problems that
(5) Synthesis encourage us to explore and unleash our creative
(6) Assessment potential with each student
The teacher should be aware of the needs and abilities of his students, how they perceive the process of learning and develop in this process, and continue to build a teaching strategy in the classroom in accordance with these key points. According to the Gardner's theory, all people have different intelligences and individual expression of their abilities, each person has a unique “cognitive profile” (Gardner, 2006, p. 8). Structure of intelligence according to Gardner (2006, p. 914) can be represented as follows: (a) linguistic-verbal intelligence; (b) logical-mathematical intelligence; (c) spatial-visual intelligence; (d) musical intelligence; (e) bodily-kinesthetic intelligence; (f) interpersonal intelligence; (g) intrapersonal intelligence; (h) naturalistic intelligence. The theory of multiple intelligences opens the door to a variety of teaching methods that can be easily applied in the language class and gives the teacher an opportunity to enhance the modern teaching strategies using a variety of methods and forms of organization of studies (Armstrong 2009, p. 51). Taking into account the abilities and the degree of intellectual development of students, the teacher can control the atmosphere in the classroom and select the answer to the question about the use of traditional or modern teaching methods, as well as about the choice of teaching aids and strategies that will help every child to learn in their own way.
Traditional method. Traditional teaching methods related to the language classes are still widely used in many schools, especially public schools. The teacher controls the learning process and thus, is at the center of this whole process. In addition, learning takes place following the strict requirements of a textbook. The traditional way of learning is a process of interaction where the teacher is a source of knowledge, and students are passive recipients of knowledge (Boumova 2008). Applying the methods of traditional pedagogy, the
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teacher occupies a central place in the classroom and leads the prepared lesson by the existing tradition: review of the previous material, its repetition, introduction of a new theme, explanation of grammar, reading, doing translations and exercises, correction of errors. These items are included in each lesson. The aim of this method is memorizing of the material learnt, and whether students understand it or not. Much focus is given to testing. All students are tested, which is the main method of assessment of knowledge, but it does not take into account the background of their knowledge, abilities and interests. Thus, there is not enough mutual communication between teacher and student, and students have little chance to practice and develop their skills and knowledge of a foreign language, and gain communications experience in the classroom. There are three basic methods used in traditional teaching: (1) direct instructions and lectures; (2) self-directed learning; (3) learning through listening and observation.
Modern teaching methods. It is safe to say that all the teachers are looking for better ways of teaching and use of modern methods and teaching strategies. In contrast to the traditional methodology, modern methodology is much more focused on the individuality of a student. According to Jim Scrivener, the main role of the teacher is “to help the learning process to take place”, which means “involvement of students in what is happening”, “allowing them to work at their own pace, without giving them long explanations, encouraging their participation and communication” (Scrivener 2005, 18, p. 19). Modern classrooms are equipped with a wide range of visual aids (magnetic marker boards, educational resources, educational toys, computers, various crafts, mathematical equipment, printed and electronic books, etc. What is more, there is a great need for the teacher to incorporate all this into the learning process. In the modern learning process, the teacher is not so much needed to explain, but to support and help students to explore, to try to implement their plans, and to make learning interesting. Ronald W. White formulated three principles of the modern methodology: the predominance of speech activity, the emphasis on the centrality of the associated text as heart of the learning process, and absolute priority of speech methodology in the classroom. Instead of memorizing grammar rules and a separate list of words, modern methodology prefers “to provide contextual language and develop skills” (White 1998, 11). At the present time, we are dealing with a lot of the methods used in schools to improve the learning process, and most of them give very good results, especially in interaction with each other. Currently, the following methods are widely used:
“direct instruction” (the most common form of learning through lectures, but it is not the most effective method of teaching, since student groups often need more interesting forms of teaching to achieve the effectiveness in their learning);
teaching through research (this method requires a lot of time, energy and planning, but often it is justified by its efficiency, it develops critical thinking skills in order to reach a conclusion. This is the most personal-centered and personal-directed teaching method);
group teaching (includes separation of students into groups with the purpose of collaboration; as a rule, the distribution occurs regardless of ability level, it is necessary that the group includes children with different levels of intellectual development);
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"free instruction” (as the name implies, it is a much less formal method of teaching; experienced teachers know their students. If you teach a specific group of students for some time, then you probably already know a bit about their interests and level of their training) (Wisegeek.org 2014).
Most of the methods are grouped into families of educational models, so we can talk about a family of models of information processing, a family of social models, a family of personality models, a behavioral system of a family of models and the constructivist model (integrated). This shows that school systems around the world are trying to determine the best approach to teaching. Among all the above methods, I would place emphasis on a model that, according to most researchers, is the best to date. The key point of this paper related to modern, advanced teaching methods, is to discuss the SIOP model, which is widespread and implemented in the educational systems of all fifty states in the USA, as well as tending to be the best method of teaching in the world. It has been created by distinguished professors at California State University Jenna Echevarria and Mary Ellen Vogt, and Deborah Short, a consultant in the area of professional development, and a senior research fellow at the Centre for Applied Linguistics in Washington, District of Columbia. This model is supported by the Program for Educational Development and Research, the Centre for Research on Education, Diversity and Excellence (CREDE) and many other research centers around the world (Echevarria, Vogt&Short 2008, p. 3). This model has been formed over the years, and today is designed for everyday use in teaching. It can be implemented for all school subjects and in all kinds of lessons. This requires teachers to be highly organized and well-trained.
The SIOP model consists of eight interrelated components:
• Preparation for a lesson
• Topic composition
• Clear introduction
• Interaction
• Practice and application
• Lesson organization
• Overview and assessment (Echevarria, Vogt&Short, 2008, 16).
Each of these components helps and guides the teacher in terms of lesson planning and organization in order to obtain the best results and feedback from students. The SIOP model has thirty features in its application at lessons for English language learners and English-speaking residents. These features are included in the above eight interrelated components. The results of using this method include high quality, effective learning and improving student achievement.
Advantages and disadvantages of traditional and modern methods. Applying modern teaching methods, we are able to use many different auxiliary devices and materials. Children, of course, get great pleasure from the lessons, with the use of a variety of visual materials, such as flashcards, interactive whiteboards, and CDs. Thus, they become more attentive and better remember the learning material by passing it into the long-term memory much faster than if the teacher explained the subject in the traditional way. These aids also “support the facts in the explicitly-declarative memory of students” (Ortega 2009, 87). The
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teacher also receives great benefit from the use of aids: of course, it is much easier to show the process of plant growth in the form of a slide show than to draw pictures on the board every time, where necessary.
Modern methods have also disadvantages, which on the contrary, speak in favor of traditional methods. As already mentioned, they allow us to use modern teaching aids, which can lead to certain obstacles and inconveniences, and in particular can reduce the degree of interaction between the teacher and the student. In addition, there is the high cost of equipment and the need for its maintenance, as well as the need to train teachers in the proper use of equipment. Traditional teaching methods have been used for a long period. We cannot say that the traditional teaching model is absolutely incorrect or unacceptable in modern conditions. It can also be used today, but of course, in conjunction with other methods.
Conclusion. It is hard to say what methods should be used today in the classroom, especially by young teachers. Everything should be taken into account in the educational process: the classroom itself, the number of students, the equipment owned by an educational institution, the basic knowledge of students and their abilities, social conditions, and the motivation of each individual. The teacher can use any pedagogical methods authorized by the education system, both traditional and modern, but including their wide range in his activities, he should improve his teaching skills, working around the clock for self-improvement. He shall be a good example for his students, not only as a representative of his profession, but also as an interesting personality that can engage students in the learning process. Being a teacher is a lot of work and a great responsibility. It is necessary to anticipate all the possible difficulties, just entering the classroom. Establishment of personal contact of the teacher with students takes a long time through the determination of a comfort zone in the learning process. If the teacher sees his students as those who need a teacher that can help them when they need it during the educational process, if he is able to bring a smile, the flash of joy and happiness, a twinkle in their eye, then we do not have to ask questions relating to traditional or modern teaching methods. Everything is within the power of such a teacher.
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