Organization Of Lessons Research Articles

İBTİDAİ SİNİF ŞAGİRDLƏRİNİN ÖYRƏNMƏ MOTİVASİYASININ ARTIRILMASINDA KOMPÜTER TEXNOLOGİYALARININ ROLU

The article discusses the problem of using modern computer technologies to develop learn¬ing motivation of young schoolchildren. This direction is considered one of the most promising directions in the development of education. Lessons using ICT are especially relevant in primary schools. Students in grades 1-4 are visual-practical thinkers, so it is important to structure their learning using the highest quality illustrative materials possible. It involves not only vision but also hearing, emotions and imagination in the process of perception. It is known that the main task of primary education is to train the student to continue his education and prepare him for life. Thus, the information technologies used in the learning process in primary classes create conditions for the formation of students' imaginations and perceptions, create conditions for a more complete and meaningful assimilation of lessons. By creating conditions for a more interesting organization of lessons, it also leads to an increase in the learning motivation of students.

REQUIREMENTS TO IMPROVE STUDENTS' SPEAKING SKILLS THROUGH INFORMATION TECHNOLOGY

In this study, we critically examine the challenges and strategies for enhancing students' speaking skills in English as a foreign language, with a focus on the integration of information technology. Recognizing the central role that speaking plays in language acquisition, we identify key obstacles that students face and propose practical, technology-driven solutions to overcome them. We explore the dynamics between students and teachers, the organization of lessons, and the implementation of targeted interventions to improve speaking proficiency. By analyzing the interaction between educational goals, content delivery, and student engagement, we offer a comprehensive framework for optimizing language instruction. This research is particularly relevant in today's rapidly evolving educational landscape, where innovative methodologies are crucial for achieving superior learning outcomes. Our findings provide actionable insights for educators and policymakers seeking to enhance English language education through strategic use of technology and pedagogical best practices.

USING MULTIMEDIA IN EFFECTIVE ORGANIZATION OF ENGLISH LANGUAGE LESSONS IN V-IX GRADES

The use of multimedia technologies in the educational process helps students of grades V-IX actively and creatively master English, making them active participants in the educational process. At this time, there is a transition from passive learning to active learning. The article focuses on the problem of using multimedia in the effective organization of English lessons in V-IX grades.

COMPARING TYPES OF LESSONS AND APPROACHES TO LESSON PLANNING

In this article, the planning of the educational process implies the establishment of goals, tasks and educational results during a certain period and at the end. Planning will be successful if the following factors are taken into account. Ideas about lesson organization and comparison of approaches are shown.

Developing athletes into cooperative learners: the potential in viewing coaches as educators and coaching as teaching

ABSTRACT Talent development environments are usually group-based, meaning athletes comprise each other’s learning context. Consequently, athletes’ ability to learn with and from each other is essential. This implies that there is a key role for coaches to play in cultivating reciprocal, cooperative athletes and creating talent environments in which participants can ‘learn to learn’. The aim of this study was to create knowledge on day-to-day coaching conduct that supports the development of athletes’ reciprocal abilities. Observations of 75 h of football (soccer) lessons within the Swedish Football Association’s school sports programme – a cornerstone of the FA’s talent development system, located in upper secondary schools – were carried out over the course of three school semesters, and included in-depth interviews with the teacher-coaches. Data were analysed using the five key teaching pillars within a cooperative learning approach: positive interdependence, individual accountability, face-to-face interaction, interpersonal skills and group processing. Findings show how teacher-coaches engage in activities that focus on organization of lessons and structuring of group work to create situations where individuals are motivated to learn, but also motivated to support other group members’ learning. Thereby, teacher-coaches place more emphasis on positive interdependence, individual accountability, face-to-face interaction. In contrast, findings also show how teacher-coaches to a lesser extent perform coaching conduct associated with lesson content that has the potential to develop the skills and abilities required to participate in and benefit from group work – interpersonal skills, and group processing. This means that while teacher-coaches seem well-equipped to create learning environments that support reciprocal learning, they may benefit from challenging the role of the coach as an expert and tackle the preconceptions around cooperative behaviours that athletes bring from club football contexts. Taken together, these findings point to the need for a better understanding of overlapping learning sites within talent systems.

The influence of classes using an interactive whiteboard on the functional state of the body of primary school students

Introduction. The development of the education system in recent decades has been accompanied by extensive informatization, activating the cognitive activity of students necessary for the formation of a successful educational process. To identify the impact of the use of an interactive whiteboard (ID) in adolescents of grades 5 and 7, a comparative study of the functional state of the body (FS) of schoolchildren with and without ID was conducted, which is an integral indicator of the ability of an individual's body to maintain a reserve of adaptive reserves under the influence of adverse factors. Mental performance indicators according to the letter table of Anfimov served as markers of FS, allowing to assess the FS of the central nervous system and its change under the influence of various factors. Therefore, the purpose of the study was to study mental performance and assess the body's FS and the emotional state of primary school students in lessons with and without the use of ID. Materials and methods. The study of the influence of the use of ID in educational activities on the mental performance and emotional state of 233 students of different sexes was conducted in a natural hygienic experiment at a secondary school in Moscow. The differences determined by the Student's t-test were considered significant at p<0.05. Results. The initial indicators of mental performance in girls and boys of grades 5 and 7 correspond to the standards for children of this age. When comparing the levels of working capacity in grades 5 and 7, it was revealed that fifth graders are almost 2 times more likely to have a high level of working capacity (p<0.01). And in grades 5 and 7, there is a tendency for girls to have a higher intensity of work than boys, and in grades 7 it is significantly higher (p <0.05). In the process of working with the use of ID, the coefficient of decrease in working capacity in students of grades 5 and 7 was higher than 1, and this indicates the tension of regulatory processes in the body, the impossibility of rapid restoration of functions in students of these age groups, especially girls. Conclusion. The results of the study show that the use of an interactive whiteboard increases educational motivation and emotionally activates the educational activities of students in grades 5-7. However, a comparison of the fatigue of two variants of lesson organization (with and without ID) with the same lesson density according to the distribution of individual shifts in mental performance showed that after lessons with ID, there is a higher percentage of fatigue and pronounced fatigue among students of the basic level of education, and gender differences were also revealed: for girls, classes using ID were more exhausting than for boys. The data obtained indicate that when using electronic educational tools in the educational process, it is very important to take into account the age, gender and individual capabilities of the body of students.

О ПРОБЛЕМАХ УГЛУБЛЁННОГО ИЗУЧЕНИЯ РУССКОГО ЯЗЫКА (СЦЕНАРИИ УРОКОВ ПО ОРФОГРАФИИ)

The article reveals the ways of practical application of the principles of the modern educational paradigm, its methodological basis is a system-activity approach that creates a unified educational environment in developing at all stages of school education. Consistency is the basis for the intensification of the educational process, the integrative development of oral and written speech in their interсonnection, and especially the in-depth study of subjects and project activities. The essence of deepening is not to add scientific terms, but to discover the systemic connections of a particular linguistic element with components of other levels, combining them into one whole. Project activity is directly related to the in-depth study of the subject and the development of the students’ personality. It develops creative activity, teaches to recognize and evaluate their thoughts and actions, compare the result of the action with the goal, ensures maximum socialization in the process of working in a group. In-depth study of the subject helps to realize and develop students' natural interest in the subject being studied, if the lessons are organized in the form of competitive, playful activities. This is especially important for a young teacher who is in a need to be get lesson samples, which they could transform creatively in his teaching activities. Moreover, the competition game switches the process of in-depth study of the subject, awakens hidden talents. In-depth study of the subject can be held in the competitive and playful options of learning the Russian language. It is represented in samples of spelling lessons. Key words: system-activity technologies, practice of level education, in-depth study of the subject, competitive and game organization of lessons

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

METHODICAL RECOMMENDATIONS FOR PASSING THE "DIGITAL WORLD" TOPIC IN 6TH SYMPHONY LANGUAGE CLASSES

This article describes methodological recommendations for the organization of 6th grade mother tongue lessons from new generation textbooks based on the National Curriculum.

Methodology of organizing music lessons in 5-7 grades of general secondary schools based on new technologies

In this article, the methodology of the music teacher's organization of music lessons in the 5th-7th grades of general secondary schools on the basis of new technologies is explained.

Methodical Recommendations for Passing the "Digital World" Topic in 6th Symphony Language Classes

This article describes methodological recommendations for the organization of 6th grade mother tongue lessons from new generation textbooks based on the National Curriculum. This study aims to enhance mother tongue education using modern and interactive methods, tailored to students' characteristics, to foster interest in digital world topics. The methodology employs discussions, oral speeches, and reading comprehension exercises on internet-related terms and digitization and utilize interactive media to engage students in the learning process. The results show successful implementation of contemporary teaching methods, considering students' attributes, achieves the goal of imparting knowledge effectively. Students demonstrate understanding of digital concepts, critical thinking, and vocabulary expansion. Encouraging the use of Uzbek alternatives enhances lexicological skills. The study underscores the importance of adapting teaching approaches to the digital age.

Methodology of Organizing Music Lessons in 5-7 Grades of General Secondary Schools Based on New Technologies

In this article, the methodology of the music teacher's organization of music lessons in the 5th-7th grades of general secondary schools on the basis of new technologies is explained. This comprehensive exploration emphasizes the significance of an individualized teaching approach in music pedagogy, focusing on tailoring education to each student's unique needs, interests, and abilities. The method involves conducting individual diagnoses, employing diverse teaching methods, incorporating musical preferences, adapting to learning paces, and providing additional resources. The main part delves into the importance of lesson planning, goal setting, assessing student progress, interactive teaching, and fostering support and motivation. It emphasizes diverse activities within lessons to stimulate interest and underscores the importance of an individualized approach.

PATRIOTIC EDUCATION IN HISTORY LESSONS: THE METHODOLOGICAL ASPECT

The article considers methodical aspects in the organization of history lessons or extracurricular classes of patriotic orientation. A model of a history lesson is proposed based on cooperative learning for the design of lessons or activi- ties, the objectives of which are not only to expand historical horizons, develop critical thinking of students, but also to form such personal results as patriotism, Russian civic identity, respect for the people, and a sense of responsibil- ity to the Motherland, pride for their homeland, readiness to serve and defend the Fatherland. The article describes the organization of the lesson of history «Posters of war years: 1941–1945» in accordance with the above-mentioned model and gives methodical recommendations for its implementation.

ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ДИФЕРЕНЦІЙОВАНОГО НАВЧАННЯ В ПОЧАТКОВІЙ ШКОЛІ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The article reveals the peculiarities of the implementation of differentiated education in the educational process of primary school. It is noted that each child is a unique individual with unique natural gifts, psychological and physical capabilities, different levels of adaptation to learning. The refore, it is necessary to introduce differentiated learning into the educational process, which we consider as a specially organized educational activity of younger schoolchildren, in the process of which, with the help of taking into account individual characteristics, the selection of forms, techniques and means of learning, there is a direction towards the optimal intellectual development of each child in accordance with his typological characteristics. In order to determine the typification of primary education students, we analyzed the types of learning abilities of students, used the level assessment of educational achievements of primary education students and the typology developed by V.O. Sukhomlynskyi about the division of schoolchildren into groups and the choice of methods of managing their educational process, and used observation of students' educational activities, diagnostic methods, questionnaires, test tasks, and creative tasks. The stages of the implementation of differentiated education in the educational process of primary school are specified, which correspond to the stages of lesson organization and include checking the self-training of students of primary education, preparing them to learn new knowledge during the lesson, initial verification of awareness and understanding of new material, consolidation, generalization and systematization knowledge, instruction on self-training tasks. Attention is drawn to the fact that the use of differentiated education is worthwhile not only during the lessons in primary classes, but also in the process of self-training of students at home. The directions of differentiation of the learning process of third-grade students of the New Ukrainian School have been determined. Current techniques for organizing differentiated education in the third grade of the New Ukrainian School have been selected. Pedagogical conditions for the effective implementation of differentiated education in the educational process of primary school are analyzed.

METHODICAL WORK OF THE TEACHER AS A COMPONENT OF THE EDUCATIONAL AND PROFESSIONAL PROGRAM «SECONDARY EDUCATION (COMPUTER SCIENCE)»

The purpose of the article is to determine the content and functions of the methodical work of an informatics teacher, justifying the need to reflect it in the cycle of professional training courses of the Secondary Education (Informatics) educational and professional program. Research methods: bibliosemantic (analysis, generalization of scientific and theoretical information for the purpose of studying the problem); system-analytical (analysis through synthesis, reasoning by analogy to present the main material); sociological (questionnaires of fourth-year students, observation of their studies, study of results); statistical methods (analysis and systematization of experimental data, their visual representation). The article considers the methodical work of a computer science teacher as a component of professional activity, defining it as a system of interrelated and interdependent actions aimed at competent goal setting, planning and organization of the educational process in computer science, as well as at increasing personal creativity and professional skills. The article presents the results of a survey of bachelors at the stage of graduation from a higher education institution regarding their ability and willingness to perform the methodological work of a teacher during: analysis of the pedagogical situation; designing teacher actions and students' learning and cognitive activities; using teaching tools, forms and methods; creating information projects. 72% of students surveyed believe that they are well prepared for the methodological work of a teacher, but could be better; 15% believe they are well prepared, while 6% and 7% believe they are «poorly prepared» and «not prepared». The methodological work of the teacher should be reflected as widely as possible in the educational and professional program «Secondary Education (Informatics)», in particular in the results of student learning, in the selection of disciplines, and in the creation of a professionally oriented learning environment. It is necessary to focus students on knowledge of the subject area, making informed decisions about the organization of computer science lessons, the use of innovative teaching methods and technologies, etc. The functions and principles of methodical work are outlined, based on the school course of computer science, computer science methods, didactics, pedagogy. Its purpose is formed from the goals of education and study of computer science, means – from the principles and content of pedagogical activity, and results – from the purpose and tasks of designing, organizing and implementing the process of studying a certain content area of computer science. Methodological work should be pedagogically appropriate in execution, creative in content, and balanced in the choice of teaching methods and tools.

Emocje doświadczane przez osoby uczące się języka obcego w klasie postcovidowej

The process of returning to face-to-face education was not easy and more often than not accompanied by mixed feelings, from joy to fear and uncertainty (Witkowski et.al. 2021). The aim of this paper was to examine students’ emotions associated with FL learning in a postCOVID classroom. The sample in question constituted 103 secondary school students from the Silesian Voivodship in Poland, who had spent almost three semesters at home on distance learning, and, at the time of completing the questionnaire in September 2022, were entering the first school year of study without any COVID-19 restrictions. The emotions studied were related to the classroom environment, namely, the lesson organization, teaching materials, the person of the teacher and peers, to name a few. The findings show that a large majority are in favour of face-to-face learning and appreciate a direct language contact that is available in a real classroom setting. The data collected allowed for formulating suggestions on how to improve the postCOVID classroom learning to meet students’ expectations and deal with habits transferred from remote education.

Moral distress and positive experiences of ICU staff during the COVID-19 pandemic: lessons learned

BackgroundThe COVID-19 pandemic causes moral challenges and moral distress for healthcare professionals and, due to an increased work load, reduces time and opportunities for clinical ethics support services. Nevertheless, healthcare professionals could also identify essential elements to maintain or change in the future, as moral distress and moral challenges can indicate opportunities to strengthen moral resilience of healthcare professionals and organisations.This study describes 1) the experienced moral distress, challenges and ethical climate concerning end-of-life care of Intensive Care Unit staff during the first wave of the COVID-19 pandemic and 2) their positive experiences and lessons learned, which function as directions for future forms of ethics support.MethodsA cross-sectional survey combining quantitative and qualitative elements was sent to all healthcare professionals who worked at the Intensive Care Unit of the Amsterdam UMC - Location AMC during the first wave of the COVID-19 pandemic. The survey consisted of 36 items about moral distress (concerning quality of care and emotional stress), team cooperation, ethical climate and (ways of dealing with) end-of-life decisions, and two open questions about positive experiences and suggestions for work improvement.ResultsAll 178 respondents (response rate: 25–32%) showed signs of moral distress, and experienced moral dilemmas in end-of-life decisions, whereas they experienced a relatively positive ethical climate. Nurses scored significantly higher than physicians on most items. Positive experiences were mostly related to ‘team cooperation’, ‘team solidarity’ and ‘work ethic’. Lessons learned were mostly related to ‘quality of care’ and ‘professional qualities’.ConclusionsDespite the crisis, positive experiences related to ethical climate, team members and overall work ethic were reported by Intensive Care Unit staff and quality and organisation of care lessons were learned. Ethics support services can be tailored to reflect on morally challenging situations, restore moral resilience, create space for self-care and strengthen team spirit. This can improve healthcare professionals’ dealing of inherent moral challenges and moral distress in order to strengthen both individual and organisational moral resilience.Trial registrationThe trial was registered on The Netherlands Trial Register, number NL9177.

INNOVATIVE METHODS OF TEACHING SUBJECTS RELATED TO COMPUTER GRAPHICS

This article talks about innovative ways to teach computer graphics subjects. A history of innovation, it showcases creative methods and technologies for educators, new learning platforms, and developments in emerging fields such as art, design, games, and virtual technologies. In this article, the cross-functional management, various teaching techniques and developments in technology, as well as the use of innovative methods in the field of computer graphics, the creation of teaching materials, the organization and teaching of interactive lessons for all participants in the teaching process issues of including training in other fields are presented.

The effect of exercises using bodybars on the physical fitness of middle school students

For the first time the influence of bodybarians' means on the physical fitness of middle school students is studied. Data on the impact of different types of fitness on the physical fitness of middle school children have been supplemented. The objectives of the study were to substantiate the motivation of middle school students ENGAGED in various types of fitness, to determine the level of physical fitness of middle school children and to investigate the impact of bodybuilders on the physical fitness of middle school students. The study involved 57 middle school children and 17 physical education teachers. The experiment lasted 4 months. Two groups were formed: a control one consisting of 28 children, and an experimental group of 29 children. Results: One of the innovative approaches to the organization of physical education lessons for middle school students is strength aerobics with the use of bodybar. The answers to the questionnaire allowed to better understand the motives and reconsider the approaches to involving students in exercise and aerobics in particular. Teachers are positive about the introduction of new types of physical activity, but need to clarify some issues related to aerobics in the school curriculum. The analysis of the obtained results related to physical fitness in accordance with the requirements allowed to establish a low level of initial data on the physical fitness of middle school children of endurance, agility and strength. The use of aerobics in the lessons of physical culture with middle school students with the use of bodybars can significantly increase the effectiveness of strength training. The obtained results give grounds to recommend aerobics with the use of bodybar in the process of physical education of middle school children to increase their level of strength.

Peculiarities of Professional and Physical Training of Students at Pedagogical Higer Education Institutions

The article reveals the content and features of professional-applied physical training of students of pedagogical specialties in accordance with the requirements of the Federal state educational standard of the third generation + in the pedagogical institute of Irkutsk State University in practical physical education classes taking into account the direction and profile of training. Target objectives of the study were aimed at structuring and content of physical education classes for the section “Professional Applied Physical Training” taking into account the following two aspects: increasing the level of functional and physical preparedness of students and the formation of professional skills of future teachers. On the basis of the analysis of scientific and methodical literature and own research it was established that professional-applied physical training in the content should be, if possible, the opposite of professional activity and thus be in direct dependence on the nature of its content. A specially selected methodological support of the process of professional applied physical training was developed and its basic foundations (health-protective organization of school lesson and extracurricular training, use of personally meaningful means of physical culture, formation of practical skills of implementing the content of physical culture and health work, etc.) were defined. In order to assess the level of formation of abilities and skills of future professional activity organization in the aspect of its implementation by means of physical culture and taking into account pedagogical orientation, a complex assessment of the level of professional competences of first-year students of the Pedagogical Institute of Irkutsk State University in the number of 108 people was carried out. The results obtained from the introduction of the section “Professional Applied Physical Training” into the content of physical education and educational process of pedagogical university showed a significant increase in the effectiveness of the level of professional competences of future teachers.