A modern school in the context of the transition to a national model of education needs a “new” type of teacher – one who thinks creatively, possesses modern methods and technologies of education, methods of psychological and pedagogical diagnostics, methods of independent construction of the pedagogical process in the context of specific practical activity, and the ability to predict one’s final result.
At this stage of the development of education in Ukraine, an urgent need in learning English and one of the conditions for the formation of a successful multicultural personality in the educational system is the introduction of interactive methods and techniques of teaching. For students, this is a natural and interesting way to develop the ability to communicate not only in their native, but also in foreign languages.
The effectiveness of teaching methods and their use is determined by the specifics of a particular learning process. There are no universal recommendations for the composition and application of methods, the teacher independently decides on the use of a particular method and technique based on his own experience and taking into account the characteristics of the student audience.
It is interactive technologies that allow the teacher to most effectively:
- involve passive listeners;
- make classes more visual;
- provide the educational process with new, previously inaccessible materials that help students reveal their creative abilities;
- teach students to work independently with the material;
- provide quick feedback;
- increase the intensity of the educational process;
- educate tolerance, susceptibility to the diversity of cultures and spiritual experience of other peoples;
- increase the cognitive activity of students, namely, the desire to study the subject;
- objectively evaluate students’ actions;
- accumulate statistical information during the educational process;
- implement a personality-oriented and differentiated approach in learning;
- to discipline the teacher himself, to form his interest in work;
- to remove such a negative psychological factor as “fear of responsibility”;
- to increase the level of development of psychological mechanisms (imagination, attention, memory);
- to activate mental processes (analysis, synthesis, comparison, etc.).
The essence of interactive learning is that the learning process takes place under conditions of constant, active interaction of all students. This is co-learning, mutual learning, where both the student and the teacher are equal, equivalent subjects of learning, understand what they are doing, reflect on what they know, are able to do and do.
At each stage of the lesson, it is relevant to use various interactive technologies and techniques such as:
“Believe-not-believe”
The teacher compiles a thematic questionnaire and reads it to the class. Each question begins with the words “Do you believe that…?”. Students must agree or disagree with the statement, justifying their answer.
“Lotto”
Each student has a card with their own thematic report under the corresponding numbers. The teacher takes the numbers out of the “basket”. The one who has the report under this number answers.
“Diary Page”
This is an exciting creative task.
Students are asked to restore a page from the diary of one of the prominent people for a certain period of time.
“Guess Who I Am”
The student speaks on behalf of a famous person without naming him, but describing events from his life, appearance, actions, etc.
“Scientists and Their Discoveries”
The students are divided into two teams. Each time two students play. One of them names the name of the famous scientist, and the second must quickly name his discoveries and inventions. Then the students change roles so that each team receives an equal number of questions and answers. If a student is late or gives an incorrect answer, he can be replaced by a member of the same team. The team that answers the question clearly and in which the fewest participants are eliminated from the game wins.
“Big Circle”
It is most appropriate to use if it is necessary to teach students to quickly solve a problem, to get out of an unusual situation.
Students are placed in a large circle. They formulate a problem for discussion, after which, within 10 minutes, each individually writes down proposals for its solution. Participants in the circle read out their proposals, and the group listens attentively without criticizing or interrupting and votes on each point: to include or not to include it in the general solution to the problem, fixed on the board.
“Aquarium”
A form of dialogue when the group is offered to discuss the problem “in front of the audience”. Each small group chooses someone to whom it can entrust the dialogue (there may be several willing participants). All other participants in the process act as spectators. Each group is given 3-5 minutes for discussion, after which another group takes the place in the aquarium and discusses the next situation or problem.
“Brainstorming”
Students find themselves in an “extreme situation” and must immediately answer the questions posed. For example: “One of your acquaintances committed an illegal act against another. Your actions. What laws should you know in this case?” This game is individual, it is conducted as a warm-up for repeating the material studied. Before starting the game, remind students to say everything that comes to their mind, not to discuss or criticize the statements of others, and to encourage the expansion of other people’s ideas.
“Press conference”
A collective game, appropriate for generalization lessons. Students are selected from the class to play the roles of academicians, factory directors, famous scientists, etc. All other students are “journalists.” “Journalists” ask questions to the participants in the press conference. The teacher should know the questions in advance, because they must correspond to the topic of the press conference and the age characteristics of the students. The correctness of the answers and the appropriateness of the questions are assessed.
“Discussion”
Provides an opportunity to reveal different positions and opinions on a certain problem or controversial issue. In order for the discussion to be frank, it is necessary to create an atmosphere of trust and mutual respect. The approximate rules for conducting a discussion are as follows: speak in turn, not everyone at the same time; do not interrupt the speaker; criticize ideas, not the person who expressed them; do not laugh when someone is speaking, except for jokes; do not change the topic of the discussion; try to encourage everyone present to participate in the discussion.
“Situation Analysis”
One of the forms of work with students is the analysis of a situation or a real-life incident. To consider a certain situation, it is necessary to pay attention to the main points:
-facts (what happened, who are the participants in the case, what we know about them, which facts are important, which are secondary);
– problems (what laws, moral and ethical norms regulate the situation, what issue needs to be resolved to solve the problem);
– arguments (what arguments can be given to use evidence in defense of each party);
– decision (what will be the solution to the situation, what is the basis for such a decision, what may be the consequences of such a decision).
“Hockey”
As in real hockey, the number of “hockey players on the field” from each team is six (one goalkeeper, two defenders and three attackers). According to the rules of the game of educational “hockey”, the players sit at tables. A shot at the goal is a question posed by the opponent. “Goal” – the question was not answered, or the answer was incorrect. “The puck was hit” – the defenders or the goalkeeper gave the correct answer. The referee can be the teacher himself or one of the students. He monitors compliance with the rules, removes violators, stops the time, gives permission to the players to ask and answer questions. All other students act as substitute players or fans.
“The hero’s pain”
We are ashamed to talk about our pain. There is no one to share our thoughts with, few people will listen to us to the end. Literary heroes of works of art, if they are positive, are mostly frank, wise, fair people. What spiritual and physical pain did they experience? Who did they tell about it? Why these people? What advice did they receive? What was the reaction of those around them to their actions, deeds? How do you perceive the suffering and thoughts of a literary hero? Each student chooses a literary hero and tells about him.
“The Story of a Hero”
Promotes the development of a person’s emotional world. The student’s task is to tell a fairy tale, story, story, etc. on behalf of an active character of the student’s choice.
“A Day in the Life of a Hero”
All of us – mere mortals and masters of the world, geniuses and losers, good and evil – sooner or later ask our minds and hearts about what we have sown in the world, what we have left behind in life. The student’s task: to tell about the most memorable day in their life, to compare it with the most important, in the student’s opinion, day in the life of a literary hero.
“Chain”
The main thing in this form of work is to rely on the previous experience of children, the correct, clear formulation of questions, repeated repetition of the most important thing – what excited, surprised, prompted the student to think. It is possible that from such a chain of questions a problem will arise that will need to be solved next time.
“Drawing on a rock”
Relevant for younger schoolchildren. Primitive people depicted animals and things related to their lives on the walls of caves. Invite the student to choose only one thing for the image that would symbolize a work of art, a fairy tale, the main idea of the story, etc.
“Through the Eyes of a Psychologist”
Using the general artistic law of reader (spectator)-subject – analysis, students, with the help of a teacher, try to predict what circumstances motivated a particular hero of the work, the audience
