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KAZAKH ABLAI KHAN UNIVERSITY OF INTERNATIONAL

RELATIONS AND WORLD LANGUAGES

PEDAGOGICAL FACULTY OF FOREIGN LANGUAGES

METHODICAL INSTRUCTIONS
ON PROVIDING LECTURE OCCUPATION
for students of specialty
6В011900 - «Foreign Languages: Two foreign Languages» (3rd course)
on discipline
«Professional-substantial differentiation of IEP (Innovative Educational Program)
on updated content of CS (Comprehensive School)»

Done by:
nd
Alenova Rita, 2 course, group 1.
FPE (Faculty of Postgraduate Education)
Training of teachers on FL

Almaty, 2020
THEME: “MODEL OF THE FUTURE TEACHER OF FOREIGN
LANGUAGES” (1 hour)

Aims of the lecture:

1) To study the meaning of the concept “model”, to observe the development


of the existing models of foreign language teacher, to identify the attributes
of quality of the future teacher of FL in teaching foreign languages, to
expand the knowledge in creating new model of future teacher of FL, to
analyze which of the methodology recommendations in teaching FL will
take place in a big demand in future and to predict which methods, ways and
practices of teaching FL will be popular still in educational market.
2) To observe the analyzing of the model of future teacher in teaching FL.
3) To expand the knowledge of students refer the formation of the model of
future teacher of FL, to make students thoughtful in order they can create
their own model of the best future teacher of FL .

Plan of the lecture:

I. Model of formation of cognitive activity of future teachers of foreign


language.
II. Model of formation of professional and communicative competence of
future teachers of foreign language.
III. Developments of model of the pedagogical activity according to scientists'
view.
IV. Main characteristics of future teacher in teaching foreign language.
V. The most effective equipments of methodology in teaching FL.
Problem questions:

1) Analyze the model of cognitive activity of FL teachers.


2) Define the model of professional and communicative competences of future
teachers of FL.
3) Define the main activities and skills identifying the facts about the model of
pedagogical activity in the reports of researchers.
4) Compare and contrast the main characteristics of the future teacher of
foreign languages.
5) Find out the methods of teaching foreign languages which are supposed to
be used during next 5 years in educational process.

 ‘A teacher affects eternity: he can never tell where his influence stops.’
–Henry Adams

I. MODEL OF FORMATION OF COGNITIVE ACTIVITY OF FUTURE


TEACHERS OF FOREIGN LANGUAGE.

The word "model" is multiaspect and is used in different spheres of human


activities and therefore it is treated in different semantic values. The word “model”
is taken from the French modèle and the Latin modulus which in the translation
means measure, analog, sample.
The method of modeling is not the innovation in modern pedagogical science, it
is also widely used when modeling certain phenomena and processes as is the most
convenient for a research of difficult multidimensional objects, processes, the
phenomena. Modeling is a method of a research of a subject through creation of its
model. Process of modeling is performed with a particular purpose and consists in
virtual (or real) creation of "model", the plan of skilled work of the researcher.
The method of modeling is not the innovation in modern pedagogical science, it
is
widely used with the help of modeling certain phenomena and processes as it is the
most convenient for a research of difficult multidimensional objects, processes, the
phenomena.
Modeling is a method of a research of a subject through creation of its model.
Process of modeling is performed with a particular purpose and consists in virtual
(or real) creation of "model", the plan of skilled work of the researcher. The word
"model" is multiaspect and is used in different spheres of human activities and
therefore it is treated in different semantic values. For example, O.M. Zamyatina
under model the certain material or mentally understands "the represented object
which in the course of the research substitutes with an object original so that its
direct study gives new knowledge of an object original". Other scientist
understands as model "an object or the description of an object, systems for
substitution (under certain conditions, sentences, hypotheses) one system (i.e. the
original) other system for the best study of the original or reproduction any it
properties".
Modeling of process of forming of the cognitive activity (CA) at future FL
teachers in the personal focused educational environment of higher education
institution is focused on forming at students of professionally significant qualities,
knowledge, the abilities allowing them to perform professional activity efficiently.
Investigating a process model of forming of cognitive activity of pupils of student's
age in the personal focused environment, it is necessary to remember that the
solution of this problem is impossible without psycho-physiological features of this
age category which influence forming of informative activity. Questions of a
research of accounting of psycho-physiological features of students were
investigated in works (A.G. Asmolov, A.A. Derkach, I.A. Zimnyaya, I.S.
Mansurov, B.D. Parygin, V.I. Slobodchikov, etc.) and foreign scientists (A.
Maslou, D. Myers, Ge. Piaget, etc.). It is impossible not agree with A.I. Petrovsky
who analyzes process of formation of the personality in macro environment
through concepts of adaptation, individualization and integration. A.I. Petrovsky
notes that forming of the personality is a process of the gradual introduction of the
person on social sphere. The first stage is adaptation and assimilation by the
identity of the regulations and values operating in the social environment. The
second stage is an individualization which is considered as search by the identity
of the ways promoting to self-affirmation in the environment. The last stage of
formation and personal development is the integration assuming positive
assessment by the environment of specific features of student's age.
Despite the available material, theoretical bases of modeling of process of
formation of informative activity of future English teacher in the personal focused
environment are so far insufficiently developed. The model of formation of
informative activity of future FL teacher is presented by the following blocks.
1. Oriented-target block. Essence and content of informative activity, its
mechanisms and methods; installation on formation of ability to search of new
forms, methods of self-education and self-cognition, transition of training to
development of creative abilities with a support for independent work; positive
results in achievement of training in a foreign language, creativity in a profession;
the system of purposeful influences which cause high-quality changes in these or
those characteristics of activity.
2. Content-functional block. Development of the main directions of contents
and functions of pedagogical ensuring the subject developing orientation of future
teachers foreign language; ensuring methodical maintenance of educational
process in higher education institution: content of training of students at each
professional stage, training methods and also a complex of forms and tutorials.
3. Technological-methodological block. Ensuring implementation of the traditional
educational and educational technologies checked in practice setting high level of
cognitive activities, development and self-development of future teacher: problem
and business games, collective ways of training, cooperation, method of projects,
problem training, programmable training, integration, computer technologies, the
block and modular training developing training the correctional developing
training advancing training, "portfolio of achievements of trainees" competitions of
professional orientation, trainings; didactic potential of implementation of model
of process of forming of cognitive activity of future teacher of project technology
activity is developed and implemented, such as: "Problems of the environment of
the Republic Kazakhstan" – "Help save the planet", "Travel of young student's
couple across Britain" – "BBC Essential English Guide to Britain" which is turning
on modules: "Family Album, Britain", "Follow me" and "Everyday conversation in
English"; electronic sources: "Oxford Platinum" and "English. Way to perfection",
"Macmillan English Dictionary and Macmillan Essential Dictionary", etc.;
individual projects "Youth and Music"; "I and my friends"; "Our summer student's
international camp", "I, you, he,she” are together the whole country!".
4. Outcome- score block. Development of criteria and indicators, diagnostic
device of results of a skilled experimental study; assessment of result of carried out
skilled experimental study, diagnostics and methods of correction of results that
provided efficiency of process of forming of informative activity in the conditions
of the personal oriented environment (see fig.); methods which are personal,
comparative, standard.
Positive result of realization of the developed model is formation of future
foreign teacher of high level of cognitive activity: future teacher shows profound
knowledge in the field of FL in its literary form, has wide idea of its social and
territorial variation; shows profound knowledge of history, the current state and
trends of development of English, has broad outlook and knowledge of theoretical
bases of the linguistic doctrine and the FL text and discourse; shows high vigor and
effectiveness in formation of system of the main and also additional knowledge
and abilities, ways of action which need to be seized for implementation
professional activity. The student who is at the high level of formation of
converting, independent activity shows high requirement and incentives, the
professions inducing it to active work of mastering; at the student the firm personal
motivational sphere which main components are requirements, interest, motives
and purposes is created. The received results in formation of informative activity
of the future theFL teacher are shown in different types of pedagogical activity:
student teaching, research activity, the training sphere, collective design activity,
volunteer activity (training of children in orphanages and boarding schools to
foreign language), etc. Thus, the cognitive activity of the identity of the student is
formed in activity of creative character, independence, initiative, emotionality,
motivations at various levels. Depending on as far as this activity is significant
personally for the student, it is necessary to consider results of cognitive, creative
activity, the personal importance of the carried-out activity.

II. MODEL OF FORMATION OF PROFESSIONAL AND


COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF
FOREIGN LANGUAGE.

The model of forming of professional and communicative competence of future


teachers of foreign languages is based on the competence-based, communicative
and professional-oriented approaches. Realization of competence-based approach
is shown in orientation of a training system on forming of professional and
pedagogical competence of the teacher of foreign language and all its components
and also in allocation of professional and communicative competence as backbone,
basic component. Communicative approach most clearly demonstrates training
process through the educational communicative activity which is brought closer to
real that is a necessary condition for objective knowledge of culture of language of
the learned language. The professional focused approach allows to form
professional and communicative competence of future teacher of a foreign
language where the defining role belongs to functions of professional and
pedagogical activity in which this competence finds the realization. In the
structure of model of professional and communicative competence of the teacher
of the foreign language the following components are allocated: target, conceptual,
substantial, procedural and methodical and productive blocks. Components of
model in relation to the technique of forming of professional and communicative
competence at students of the bachelor degree future teachers of the foreign
language are considered in this model.

Proceeding from the structure of professional and communicative competence of


the teacher of a foreign language, we allocated a number of functions of
professional and pedagogical activity in which this competence is implemented.
The components of professional and communicative competence of the teacher of
a foreign language will influence execution of these functions. We divide the
functions allocated with us into two groups: targeted and operational and structural
functions. Successful realization of the allocated pedagogical functions assumes
ownership of the system of all-pedagogical and methodical abilities corresponding
to them and the necessary volume of knowledge. Targeted functions include: the
training function developing the pedagogical function which is bringing up
function. Treat operational and structural functions: Gnostic function, the
constructive planning function, organizing function, function of the organizer of
cross-cultural communication and the controlling function.
The professional orientation in training in a foreign language of future teachers,
means a support on those basic principles which allow to model the most important
aspects of activity of the teacher and promote more successful mastering the
professional and important abilities providing performance of the main functions
of the teacher of a foreign language. To main of these principles we carry the
following: 1) the principle of a conscious basis in development of the professional
focused communicative abilities; 2) the principle of functionality in the
professional and pedagogical sphere; 3) principle of a professional and
communicative situation; 4) the principle of creative application of a foreign
language in situations of professional and pedagogical communication; 5) the
principle of polyfunctionality of the professional focused exercises; 6) the principle
of the professional focused role organization of process of training in a foreign
language; 7) principle of a combination of educational and after-hour forms of
activities of students for mastering professional and communicative competence;
8) principle of cross-disciplinary communication of linguistic and methodical
preparation.
Competence-based, the professional focused and communicative approaches to
training in a foreign language and the principles of realization of professional and
communicative training in a foreign language in higher education institution form
the conceptual formation block of professional and communicative competence of
the teacher of a foreign language.
As a basis of content of formation of professional and communicative
competence of the teacher foreign language there are linguistic, psychological and
didactic-methodical aspects.
The linguistic aspect of the language professional focused training of the
teacher of a foreign language includes: 1) the language phenomena displaying
specifics of implementation of professional and pedagogical activity of the teacher
of a foreign language 2) the special professional focused texts (newspaper and
journal publications, art texts, an interview); 3) subjects, as reflection of the
problems discussed in the context of the professional focused preparation. Each
professional focused sub-theme included typical communicative situations; 4) the
professional focused speech situations; 5) visual and text materials (movies,
videos, pragmatical materials). The psychological aspect of content of the language
professional focused training of the teacher of a foreign language consists of the
skills and abilities promoting implementation of the professional and pedagogical
functions of the teacher of a foreign language allocated with us in which the
professional and communicative competence of the teacher of a foreign language
finds the realization. The didactico-methodical aspect of the professional focused
training of future teacher of a foreign language is directed to training of students in
the methods of educational activity contributing to the development of professional
and personal qualities of future teachers of a foreign language necessary for
successful conducting pedagogical activity.
The procedural block includes technology of training and strategy realized in
exercises, methods, pedagogical technologies, grade levels and also forms of
interaction. The procedural component is implemented through stages,
acceptances, strategy and also the system of exercises.
In the course of forming of professional and communicative competence of the
teacher of the foreign language of the offered model various forms of educational
interaction are used. The group form of work is preferable during the general
discussion of the professional focused information. At the task performance of
creative character work will be organized in small groups. During the work with
the receptive tasks or tasks demanding preliminary preparation, the important role
is played by individual work of students.

III. DEVELOPMENTS OF MODEL OF THE PEDAGOGICAL ACTIVITY


ACCORDING TO SCIENTISTS' VIEW.

Issues of activity of the teacher were repeatedly discussed in pedagogical


literature (O.A. Abdullina, Yu.P. Azarov, S.I. Arkhangelsk, V.I. Ginetsinsky, F.N.
Gonobolin, Z.F. Esareva, N.V. Kuzmina, A.I. Piskunov, V.A. Slastenin, L.F.
Spirin, A.I. Scherbakov, etc.). Today this question has to sound in a new way, as it
is about activity of the expert of new type. In a number of works of modern
researchers (V.N. Abrosimov, V.G. Ivanov, L.N. Makarova, A.K. Markova, L.P.
Reutova, N.M. Talanchuk, Yu.V. Sharonin) are presented to model of activity of
the teacher of new type.
According to V.V. Davydov, any human activity has the complex organization
and dynamic structure including a number of the interconnected and
interdependent components: concreteness, sociality, consciousness.
Among various forms of human activity the leading place is taken by
professional activity, one of which types is pedagogical. According to A.N.
Leontyev, the main thing that distinguishes one activity from another, consists in
distinction of their objects.
By V.G. Ivanov's definition, pedagogical activity is the professional activity of
the teacher solving problems of training and development of trainees with the help
of various actions. In pedagogical literature allocate the following types
pedagogical activity: training, educational, organizing, managerial, consulting and
diagnostic, cultural and educational.
There are different approaches for the creation of models of pedagogical
activity: monofunctional and multifunctional. The basis to allocation of approaches
is the position of authors of models: some authors allocate in quality central
moment modeling of conditions of its implementation, others focus the main
attention on the content of work of the teacher. Monofunctional approach is an
explanation of pedagogical activity through a prism of one function which is called
forming.
Multifunctional approach is considered traditional in which pedagogical
activity from positions of several functions is considered. For example, N.V.
Kuzmina in structure of pedagogical activity allocated four interconnected
components: constructive, organizing, communicative and Gnostic. The
constructive component consists from the following elements: design of contents
of information, activity of students, own activity. The maintenance of an
organizing component is the organization information in the course of statement;
organization of activity students; organization of own activity. The communicative
component is presented by the organization of relationship in the course of
activity. The Gnostic component is connected with studying of an object of the
activity; contents, means, forms and methods; activity merits and demerits. Further
on the basis of multifunctional approach other models of pedagogical activity were
developed.
The main components of model of pedagogical activity, according to V.N.
Abrosimov, have to become: scientific-subject, psychology and pedagogical and
cultural-enlightening components. Then the main professional qualities can be
considered: research, design, constructive, organizing, communicative and
educational. In the publications V.N. Abrosimov gave the developed characteristic
to these qualities and expanded with that the list of the leading components of
pedagogical activity offered N.V. Kuzmina.
The model of pedagogical activity is very interesting, offered by A.K.
Markova. The researcher includes in her the following components: professional
psychological and pedagogical knowledge; professional pedagogical abilities;
professional psychological positions and installations of teacher; the personal
features providing mastering professional knowledge and abilities. In this regard
A.K. Markova reveals and describes ten groups of pedagogical abilities.
One more model of pedagogical activity is provided by V.G. Ivanov. The model
offered them consists of several blocks: logical-methodological, psychology-
didactic and technology. The principles are reflected in logical-methodological
creation of model. These principles and the sequence of transactions when
developing assume: formulation of the purposes and specific objectives of
modeling; collecting and systematization of initial information, determination of its
reliability and completeness; allocation of the major factors influencing change of
regularities professional and pedagogical activity. In the psychology and
pedagogical block the principles of modeling are characterized professional and
pedagogical activity. The technology block reflects professional aspect of activity
of the specialist and content of preparation adequate to it.
V.G. Ivanov sees sense of pedagogical activity in creation of conditions for
self-development, self-realization, self-education. It is well-known that in essence
pedagogical activity has creative character. According to Yu.V. Sharonin, if to
consider process of creativity from synergetic positions, it is possible to mark out
the following features. First, for the beginnings of process of creativity the creative
activity is necessary. Secondly, an indispensable condition of creative process is
consideration of the personality as open system as self-organization can begin only
in an open system. Thirdly, the synergetics postulates that chaos is the constructive
mechanism of self-organization of complex systems and is a necessary condition
of an exit of a system on own development trajectory.

IV. MAIN CHARACTERISTICS OF FUTURE TEACHER IN TEACHING


FOREIGN LANGUAGE.

The main qualities which each modern teacher of a foreign language should
have can be divided into four groups conditionally: social qualities of the
personality, pedagogical competence, knowledge of discipline and personal
qualities of the teacher.
1. Social:
Regardless of the teacher's profile important for it always is an ability to interact
with pupils and students, thereby effectively directing pedagogical process.
Capability also belongs to similar skills to motivate pupils; find for pupils time
when the help is necessary for them; be complete of enthusiasm to training; have
positive relation to pupils, creating the healthy atmosphere in a class. Many
scientists claim that one of the most important characteristics of the modern
teacher is the ability to construct the correct relationship with pupils thanks to what
training process becomes more effective.
It is also necessary to note that today the teacher should see what feelings causes
training process and where it is necessary in pupils, to prevent them. Availability
of such negative emotions as alarm, fear, uncertainty at pupils naturally, therefore,
the teacher needs to create such atmosphere in a class in which each pupil could
feel it is weakened, surely and had an opportunity to focus both on informative,
and at the emotional level.
2. Professional competency:
Since 90th years of the last century, the term "professional competence" having
become an object of researches of many scientists, including N.V. Kuzmina, A.K.
Markova, T.I. Rudneva, G.N. Staynov, etc., enshrined the positions in the theory of
pedagogics. The professional competence of the teacher is understood as set of the
professional and personal qualities necessary for successful pedagogical
performance.
Professionally competent it is possible to call the teacher who at rather high level
performs pedagogical activity, pedagogical communication, achieves steadily good
results in training and education of pupils. Development of professional
competence is a development of creative identity, forming of susceptibility to
pedagogical innovations, capabilities to adapt in the changing pedagogical
environment. Social and economic and spiritual development of society directly
depends on the professinalny level of the teacher.
The changes happening in a modern education system do by need advanced
training and professionalism of the teacher, i.e. his professional competence. A
main objective of modern education is a compliance to relevant and perspective
needs of the personality, society and state, training of versatility developed identity
of the citizen of the country capable to social adaptation in society, to the
beginning of a labor activity, self-education and self-improvement. And freely
conceiving, predicting results of the activity and the teacher modeling educational
process is a guarantor of achievement of effective objectives. For this reason now
demand for the qualified, creatively conceiving, competitive identity of the teacher
capable to bring up the personality in the modern, dynamically changing world
sharply increased.
3. Knowledge of discipline:
To train all pupils according to today's standards, teachers need to understand
deeply taught subject to help pupils to create mental cards, to correlate one idea to
another and to correct the wrong representations. Teachers need to see how the
ideas are combined with other disciplines and with everyday life. Such type of
understanding forms a basis for pedagogical knowledge of the taught subject that
allows teachers to express the ideas in the way, available to others.
First of all from the teacher profound and comprehensive knowledge of the
subject at the modern scientific level is required. Still A.S. Makarenko noted that
pupils will forgive to the teachers both severity, and dryness, and even fault-
finding, but knowledge of business will not forgive badly. It is impossible to
become a good teacher if you do not know your specialty in perfection: "It is
impossible to give another person that thing, if you have not it in yourself," A.
Disterveg wrote.
4. Personal quality of the future teacher:
The teacher has to possess extensive knowledge in the field of adjacent objects,
as scientific concepts and outlook are formed at the inter-subject communications
trained at a basis reflecting those interferences and interactions which are
characteristic of objects, the phenomena and processes of objectively existing real
world.
The successful teacher is a personality ready to permanent self-improvement
today and also is ready to adapt constantly to the changing trends in the world.
Teacher of the future is a person who will keep the balance among all the
necessary qualities to teacher. He is creative, and uses new methods which are
innovative and modern in teaching foreign language.
The best assistant of teachers is their self-criticism. Every teacher as they teach
students must be logically self-developed and self-realized. After every lesson
teachers should think and observe their provided lesson, analyze it and if
something wrong to apply more and more version of methods until he or she
doesn’t catch the
balance in teaching. So, the possible questions which bear in our mind we can see.

 Conforms to requirements of qualification category. The teacher with the


purpose of ensuring necessary and sufficient level of teaching.
 Propagandizes universal values.
 Enters natural partner dialogue with pupils.
 Possesses the high level of common cultural competence and erudition.
 Possesses the high level of methodological competence.
 Realizes a moral duty to every pupil.
 Consciously develops the identity means of a profession.
 Teacher would be open to permanent vocational training and education,
experience accumulation.
 Actively participates in updating of content of communication

V. THE MOST EFFECTIVE EQUIPMENTS OF METHODOLOGY IN


TEACHING FL.
There are many types of teaching methods English language in the sphere of
education. Some of the methods are coming boring and some of the methods are
created. In this part of the lecture we will be acquainted with the various methods
of teaching English which will not be outdated in recent 5 years.
New teaching methodologies are changing the educational environments
around the world and driving better academic performance among students and
pupils. We go over some of the main innovative approaches that educators have
forged over the last few years and that every 21st century teacher should be
acquainted with.
1. Flipped classroom.
One of the modern methodologies that has gained more popularity in recent
years, Flipped Classroom is a pedagogical approach in which the traditional
elements of the lesson taught by the teacher are reversed – the primary educational
materials are studied by the students at home and, then, worked on in the
classroom.
The main objective of this methodology is to optimize time in class by dedicating
it, for example, to meet the special needs of each individual student, develop
cooperative projects or work on specific tasks.
2. Project-Based learning.
With the arrival of new information and communication technologies to schools,
both new teaching methodologies as well as new versions of existing
methodologies, now revised and updated for the digital generation, have emerged.
One of the most used in class at present is Project-Based Learning (PBL).
In its essence, PBL allows students to acquire key knowledge and skills through
the development of projects that respond to real-life problems.
The teaching based on projects or integrated tasks, is today the best didactic
guarantee for an effective development of key skills while also acquiring the
knowledge of the curriculum’s content.
Starting from a concrete problem, instead of the traditional theoretical and
abstract model, sees notable improvements in students’ ability to retain knowledge
as well as the opportunity to develop complex competencies such as critical
thinking, communication, collaboration or the problem solving.
3. Cooperative learning.
“Stronger together”. This concept in a simple way cooperative learning,
a methodology that teachers use ti group students together and, thus, impact on
learning in a positive way. The proponents of this model theorize that working in a
group improves the attention, involvement and acquisition of knowledge by
students.
The final goal is always group-oriented and will be achieved if each of the
members successfully perform their tasks. The main characteristic is that it is
structured based on the formation of groups of 3-6 people, where each member has
a specific role and to reach the objectives it is necessary to interact and work in a
coordinated manner.
In a cooperative learning context, the final goal is always common and will be
achieved if each of the members successfully performs their tasks. On the other
hand, individual learning has students focusing on achieving their objectives
without having to depend on the rest of their classmates.
4. Gamification.
The integration of game mechanics and dynamics in non-ludic environments,
or gamification, has been practiced for a long time. Over the past few years,
however, and particularly due to the evolution of videogames, the phenomenon has
gathered unprecedented dimension, and is one of the most talked about as a current
and future trend of the EdTech industry.
Since, in the 80’s, games with an international vocation such as the “Carmen
Sandiego” series or “Reader Rabbit” (see infographic) have gained worldwide
popularity, the development of educational titles has increased consistently. Not
only those aimed at the general public but, ever more often, those specifically
designed for students and particular courses. This trend was consolidated with
the increasing inclusion of gamification in school curricula and it is estimated that
this inclusion will continue to grow in the future.
5. Problem-Based Learning.
Problem-Based Learning (PBL) is a cyclic learning process composed of many
different stages, starting with asking questions and acquiring knowledge that, in
turn, leads to more questions in a growing complexity cycle.
Putting this methodology into practice does not only mean the exercise of
inquiry by students, but convert it into useful data and information. According to
several educators, the four great advantages observed with the use of this
methodology are:
- The development of critical thinking and creative skills
- The improvement of problem solving abilities
- Increased student motivation
- Better knowledge sharing in challenging situations

6. Design Thinking.
Education has always been a prolific space for innovation. Teachers all over the
world are constantly coming up with new ideas and methodologies to introduce in
the classroom making the best of the tools at their disposal.
Design Thinking (DT) applied stems from industrial designers and their unique
method to solve problems and satisfy the needs of their clients. Applied to
education, this model makes possible to identify with greater accuracy the
individual problems of each student and generate in their educational experience
the creation and innovation towards the satisfaction of others, which then becomes
symbiotic.
7. Thinking-Based Learning.
Beyond the debate around the effectiveness of learning by memorizing facts
and data when discussing education, one of the most talked about aspects is the
need to show students how to work with the information they receive at school.
Teach them to contextualize, analyze, relate, argue… In short, convert information
into knowledge.
This is the goal of Thinking-Based Learning (TBL), developing thinking skills
beyond memorization and, in doing so, developing effective thinking on part of the
students.

8. Competency-Based Learning.
By definition, all learning methodologies have the acquisition of
knowledge, the development of skills and the establishment of work habits as their
main goals. Competency-Based Learning (CBL) represents a set of strategies to
achieve this.
Through assessment tools such as rubrics, teachers can go through the academic
curriculum without significant deviations but focusing it in a different way, putting
into practice real examples and, thus, transmitting to their students a more tangible
dimension of the lessons.
The students will see the brief movie about this method by the link below:
https://youtu.be/VnXdj0yqpzI
Thesis 1.
We develop a model of formation of cognitive activity of the future English
teachers in student-centered environment of the university, which is represented by
the following units: orientingtargeted, content-functional, technological and
methodological and оutcome-score. Oriented-target block: understanding
student of essence and content of informative activity, its mechanisms and
methods;
installation on formation of ability to search of new forms, methods of self-
education and self-education, transition of training to development creative
abilities with a support for independent work; understanding of essence and
content of process of formation of CA as multistage process. Content-functional
block: directions of maintenance, function of pedagogical providing subject
developing orientations, providing methods of maintenance of educational process,
content of training at each professional stage, training methods, complex of forms
and tutorials the content of training of the system, logically built scientific
knowledge both common cultural, and professional character. Technological-
methodological block: implementation of technologies of ownership of the learned
language in its literary technology, ownerships of methods of the philological
analysis, expressive reading; problem business games, collective methods of
training, cooperation, method of projects, problem training, programmable
training, integration, computer technologies, block and modular the training
developing training, the korrektsionnorazvivayushchy training advancing training
"portfolio of achievements of trainees". Outcome-score: assessment, diagnostics
and methods of correction of results; methods of estimation of results are personal,
comparative, standard, different types of estimated actions, assessment of activity
fellow students, self-assessment, reflexive assessment, collective assessment;
criteria, indicators and levels.
Thesis 2.
The model of formation of professional and communicative competence of the
teacher of foreign language is characterized by integrity (all its components are
interconnected and directed to the end result), functionality (serves realization of
the designated functions), pragmatism (acts as means of the organization of the
practical actions directed to achievement of desirable result) and openness (it is
built in a context of the professional focused preparation in higher education
institution and is connected with external sociocultural environment). Despite
relative independence of separate elements, the general structure of the created
model assumes unambiguous interpretation in the sequence of transition from one
component to another for the solution of the tasks directed to achievement of the
designated purpose. The presented model was introduced in process of vocational
training of future teachers of a foreign language in linguistic higher education
institution. Its efficiency was confirmed by results of an experimental part of a
research.
Practical acquisition of foreign languages and also forming and development of
communicative culture of school students is the main objective of training in
foreign languages. The modern teacher is faced by the set of tasks, priority of
which are: creation of conditions in which each pupil could use the knowledge in
practice; to choose such methods of training by means of which each trainee could
show the activity, develop the creative beginning and also stir up cognitive activity
in the course of training in foreign languages.
Thesis 3.
Within the last fifteen years the questions connected with professional
competence and forming of professional competences of specialists of various
profile and, in particular, teachers repeatedly were exposed to studying (K.A.
Abulkhanov-Slavskaya, V.A. Adolphus, Yu.E. Alyoshina, P.M. Asadullin, V.I.
Baydenko, A.A. Derkach, I.A. Zimnyaya, E.F. Zeer, Yu.N. Yemelyanov, E.A.
Klimov, N.V. Kuzmina, A.K. Markova, JI.A. Petrovsky, Yu.V. Senko, E.R.
Sizova, V.A. Slastenin, S.B. Seryakova, V.F. Tenishcheva, M.A. Holodnaya, M.A.
Choshanov, A.I. Scherbakov, N.V". Yakovleva, etc.). It was proved that
competence-based approach assumes the deep system transformations in
educational process of pedagogical higher education institution affecting teaching,
'maintenance, estimation, educational technologies, communications of the higher
education with other levels of professional education. Personal development of the
student is which future teacher becomes the semantic forming factor of design of
education. It demands the new organization, cross-disciplinary integration of
contents and technology of training.
Thesis 4.
There are many studies related to the characteristics which an effective foreign
language teacher should have, the common point stated by them is that an effective
foreign language teacher should have all aspects of a teacher including socio-
affective skills, pedagogical knowledge, subject matter knowledge and personal
qualities. In addition, many different studies’ views about what constitutes a
foreign language teacher mostly matched each other even though the degree of
their agreement on the common characteristics is a bit different. Finally, the
concept of a foreign language teacher of the future consists of a balanced
combination of above mentioned main aspects.
 FL teacher of future is a creative designer of the educational chain, he
creates the best way to teach due to his endless fantasy.
 FL teacher of future is the best communicator, coach and trainer who
supports the students and makes the appropriate decision in teaching
language.
 FL teacher of future is your friend who is strict but fair, spiritual mentor who
draws the best way to teach you.

To form the appropriate model of the future teacher of FL we resort the


significant competences of the teachers. Every teacher’s activities and skills
require the elements and aspects of the professional competence. Every specialized
professional teacher replies the requirements of this competence. As we see in the
sphere of education it divides into big 3 groups: social competence, situatonal and
intellectual. Social competence include the competences which are concerned with
information and communicative competence. Every of them has its
subcompetences according to its name. Intellectual competence identify the
personal goals, interests and researches of the teacher.
Competence is the the quality or state of having sufficient knowledge, judgment,
skill, or strength (as for a particular duty or in a particular respect). It came from
latin language “competentia” which translation is an agreement, proportionality.
The model of the future teacher of foreign languages includes all the
competences which replies for the communication, creative, social, cognitive,
linguistic skills and have intercultural communication skills, more oriented in the
methodology and linguistics departments

Thesis 5.
For improvement of a lesson it is also necessary to reveal and to provide
creation of optimal educational and material, moral and psychological conditions
for successful the organizations of teaching and educational work at a lesson. In
these and some other directions of improvement of a lesson finds the expression
the scientific organization of pedagogical work at a lesson, in compliance to which
there is a persistent fight for maximum use of each of 45 minutes of a lesson.
Lesson as main form the organizations of training it is applied in all classes and
types comprehensive schools and in professional schools, differing in some
features based on accounting of age opportunities of pupils and working conditions
in various types of teaching and educational institutions. In initial classes, for
example, where it is necessary to switch rather quickly attention of pupils, at
lessons various types are used study, including game and entertaining character.
On the first step of training lessons of explanatory reading are conducted and so-
called subject lessons at which pupils study natural objects or special manipulative
material which are herbariums, collections, etc. In small schools, where to the
teacher it is necessary to direct at the same time study of two and even three
classes, different types are widely applied at lessons independent works of pupils
(performance of tasks in a look exercises and the solution of tasks from textbooks,
collections of tasks or on to the special cards prepared by the teacher). In high
school the role of lessons of statement of new material by the teacher increases (in
a look story, explanation or lecture) and independent work of pupils (with
textbooks and manuals, in educational offices, workshops and laboratories),
problem lessons, performance are more widely applied group works and individual
tasks of creative character.

References

1 Arıkan, A. (2010). Effective English language teacher from the


perspectives of prospective and in-service teachers in Turkey. Electronic
Journal of Social Sciences, 9(31), 209-223.
2 Borg, S. (2006). The distinctive characteristics of foreign language
teachers. Language Teaching Research, 10(1), 3-31.
3 Brosh, H. (1996). Perceived characteristics of the effective language
teacher. Foreign Language Annals, 29, 125-38.
4 Brown, H.D. (1978). The good language teacher: Coping with the effect of
affect. Catesol Occasional Papers, 4, 33-39.
5 Bleykher V. M. pathopsychological diagnostics / V.M. Bleykher [etc.]. –
Kiev: Health, 1986.
6 Klenina L.I. Improvement of professionalism of power engineers in the
system of additional professional education: Dr. ped. sciences. – M, 2012.
7 Mardakhayev L.V. Social pedagogics. The dictionary from P to I. / L.V.
Mardakhayev. – M.: Prospect, 2011.
8 Petrovsky V.A. Personality in psychology: paradigm of subjectivity/VA.
Petrovsky. – Rostov N / Д: Torch, 1996.
9 https://www.realinfluencers.es/en/2019/05/09/8-21st-century-
methodologies/
https://youtu.be/VnXdj0yqpzI

TESTS
1. From which foreign language came the origin of the word “Model”?
a) French, Latin
b) French, English
c) Latin, Greek
d) Greek, English
2. What is the translation of the word “Model”?
a) course, direction, route
b) measure, analog, sample
c) definition, sense, interpretation
d) transcripts, statement, review
3. Which approaches were used in analyzing the model of pedagogical activity
by scientists?
a) contact, visual approaches
b) theoretical, practical approaches
c) monofunctional, multifunctional approaches
d) linguistic, sociallinguistic approaches
4. Which of the following words correspond on sense to the model of the
teacher?
a) communication, laboratory, researches
b) social activity, organization, meetings
c) teachings, surveys, architecture
d) methods, creativity, professionalism
5. Where did the term “competence” first appeared?
a) In an Article by R.W.White, in 1959
b) in a seminar paper of David McClelland, in 1973
c) in a work of Craig C.Lundberg, in 1970
d) in a concept of T.F.Gilbert, in 1978.

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