Set Of Learning Objectives Research Articles

Can Content Experts Rely on Others to Reliably Score Open-Ended Questions on Summative Exams?

Purpose: Although the multiple-choice question format is the primary means of assessing medical students’ knowledge, interest in the use of open-ended questions (OEQs) for assessment is growing. 1 Time burden and subjectivity of grading OEQs are cited as concerns. 2,3 Recruitment of graders without content expertise could reduce the time burden of grading. However, it is unclear if rubrics can be reliably used by individuals who are not content experts. The objective of this study was to evaluate the interrater reliability (IRR) of OEQ scores by faculty, students, and noncontent expert faculty. Approach/Methods: Content experts at 3 U.S. medical schools created 3 questions testing the knowledge of the pathophysiology of the gastrointestinal system among first-year medical students (MS1s), based on a set of learning objectives that were identified collaboratively. Rubrics consistent with the school’s assessment program were created internally at each school. Schools A and B used a holistic rubric based on a 6-point scale with descriptive anchors. Based on this scale, a categorical determination was made as to whether the student’s response met expectations (5–6 points), was borderline (3–4 points), or did not meet expectations (1–2 points). School C used an analytic rubric that allotted points for each component required for credit. Each component was worth 1 point and the total number of points were summed for each question. Study questions completed by MS1s were scored by content experts, who were considered the gold standard. Each site recruited noncontent experts and fourth-year medical students (MS4s) to independently score the questions. Intraclass correlation coefficient (ICC) was used to determine IRR with absolute score agreement and categorical determination (schools A and B). Results/Outcomes: Student responses to the 3 exam questions at school A (N = 54), B (N = 50), and C (N = 54) were randomly selected to be scored by noncontent experts and MS4s. Agreement between the content expert and the noncontent expert scorers at school A was in the fair/good range (ICC = 0.40, 0.47) and at school C was in the excellent range (ICC = 0.74, 0.76). Similar patterns were observed when examining each question individually. Agreement between the content expert and the student scorers at school A was in the fair/good range (ICC = 0.55, 0.66) and at school C was in the excellent range (ICC = 0.80, 0.82). At school A, agreement on the categorical determination was generally better than exact agreement for the student scorers (in the upper end of the fair/good range) but did not change substantially for noncontent experts. Data from school B are currently being analyzed. Discussion: IRR of scoring OEQs was variable among schools but trended toward good/excellent. IRR with content experts was higher when using the analytic rubric compared with the holistic rubric. Furthermore, MS4s were more reliable scorers than noncontent experts. We conclude that reliability among faculty and student scorers is achievable. Significance: Some of the major concerns associated with OEQ-based assessment can be circumvented by scoring by noncontent experts. Each school must determine what type of rubric works best within their assessment culture. Regardless of what type of rubric is used, reliability among scorers is achievable. Acknowledgments: The authors wish to thank the content experts who worked diligently together to create a common set of exam questions, and the noncontent experts and students who scored the study questions.

Learning objectives for medical student teaching in the operating theatre: surgeons’ experiences and factors influencing operative participation

Introduction The operating theatre offers a unique and rich learning environment for medical students. Recent evidence indicates that medical student attendance at theatre teaching is low. There is limited evidence of the perceptions of the teacher in this environment. The aim of this study was to characterise the experiences of consultant surgeons when teaching medical students in theatre. Methods A 22-item self-administered survey was distributed to all surgical consultants in 5 specialties involved in the delivery of medical education at 5 hospitals associated with a single UK medical school. Responses were anonymous. Results Questionnaires were returned by 99 (64%) of the 154 surgical consultants. The majority (n=80, 80%) enjoyed teaching medical students in the operating theatre. Two-thirds (64%) set learning objectives for their students but a quarter (25%) did not feel that they knew what the curriculum expected students to learn. Two-thirds (65%) of the consultants stated that they would not let students perform procedures in theatre. Respondents suggested a total of 266 generic objectives that they would want medical students to learn. These were grouped by theme, with the most commonly cited learning objectives being clinical knowledge (44%), skills and procedures (29%), awareness of the room environment (18%) and appreciation of the patient journey (9%). Conclusions Surgeons are largely positive about delivering medical student teaching in the theatre environment. Teacher training with clearer communication between medical school faculty and surgical teachers may help facilitate objective setting to ensure students derive maximum benefit from this unique teaching environment.

Critical Collaboration-Oriented Constructivist Learning Model Development to Improve Social and Spiritual Skills

This study aims to develop a critical collaboration-oriented constructivist learning model to improve students' social-spiritual skills. It boosts the urgency that most educators currently believe the online learning model does not improve students' social and spiritual skills. The development is carried out using the Assure model developed by Smaldino, Russell, Heinich, and Molenda. The developed model followed six steps, namely: (1) analyzing the characteristics of students, (2) setting learning objectives, (3) selecting media, methods, and materials, (4) utilizing teaching materials, (5) involving students in learning activities, and (6) evaluation and revision. The research process was carried out at UIN Mataram, involving one content expert, one design expert, five students in individual trials, nine students in small group trials, and 40 students in field trials. The results show that the developed learning model had theoretical feasibility of 96.4% for the material and 96% for the learning design. At the same time, the results of the empirical feasibility test showed that the product was empirically feasible with a feasibility level of 85.87% in individual trials, 90.12% in small group trials, and 94.25% in field trials. This study ends with the suggestions to implement the developed learning model in different fields of studies as the discussion of this model is rare while the impacts are beneficial. The discussion on its application and effects on learning achievements and attitudes in different fields of studies will contribute to a broader understanding of the same topic.

Effectiveness Practice Teaching Higher Order Thinking Skils (Hots) in Subject Islamic Education Primary School

This study aims to identify the initial effectiveness of teaching primary school teachers of Islamic education based on higher order thinking skills (HOTS). The study involved Perak but this study is an initial survey prior to a broader study on the run. Component higher-order thinking such as skill appeal vary, skills collating sequence, skills forecasting, skills definition and skills to create the analogy that in view of the three main components of initial teacher teaching the lesson planning, setting teaching objectives and induction set is selected as the conceptual framework. This study used a descriptive analysis (through a questionnaire). All of this data collection instrument developed by the researcher with the modification of the instrument KBAT Ministry of Education and experts involved and its contents confirmed by a reference panel of experts. Cronbach alpha reliability level value obtained is high at between (0.82173). A total of 400 teachers of Islamic education randomly selected to answer the questionnaire. Data were analyzed descriptively using percentages frequency and min. Overall, the study found the practice teaching based on higher order thinking skills is at the high level by means of the whole (4:43) and based on components of teaching practice which consists of teaching plans which recorded min (4.45), setting learning objectives listed min (4.44 ) and set induction recorded min (4:40). Implications and recommendations can give a benefit to ministries, schools, teachers and the community in improving the level of teaching practices based on higher order thinking skills (HOTS) as envisaged in the Education Development Plan 2013-2025

Solient Features of Didactics of Adult Education – A Modern Approach in 2021

DIDACTICS AND ADULT EDUCATION First of all the term adult education should be defined. According to the definition of the German Education Council (1970)1, adult education/continuing education today is understood to be the "continuation or resumption of organized learning after completion of a first phase of education of varying scope (ibid., p. 197)". Didactics does not only mean the selection of methods, but it also includes planning the respective content to be taught, defining and setting learning objectives, as well as the subsequent evaluation of the course unit (cf. Gundermann, 2019, p. 2). Didactics can be described as the competence to teach learners competently, comprehensively, and thoroughly: Didactic models can focus on content of instruction, models of teaching, and teaching staff (cf. Gundermann, 2019, p. 3). With regard to adult education, these models have been applied late compared to the other educational sectors because adult education is oriented less to state curricula but to the needs and lifeworld of its target groups.

Formation of professionally based competence of future translators on the basis of information and communication resources

"Information and communication resources are widely used in the pedagogically organized cognitive process in different academic disciplines. This article analyzes how information and communication resources can be integrated and effectively used in the educational process in the training of future translators under the conditions of distance education in a higher education institution of Kazakhstan. The use of modern information and communication resources increases the efficiency of training future translators. To this effect, the article considered the Moodle Database, which allows students to independently determine the goal and set learning objectives, design the necessary tasks, share their practices with colleagues in real-time, discuss and supplement them in a team, and even evaluate the quality of work performed. "

IMPLEMENTASI E-LEARNING DENGAN MODEL PACE BERBANTUAN MODUL BERBASIS MASALAH PADA KONDISI PANDEMIC COVID-19

The Covid-19 pandemic condition prompted the government to recommend study from home, therefore e-learning was used as an alternative implementation of learning. In e-learning it is necessary to set learning objectives, learning models and learning media that are used to deliver teaching materials. Therefore, PACE model using problem-based learning with modules aid is used with the aim of learning statistical reasoning. The purpose of this study was to determine the implementation of e-learning with the PACE model assisted by problem-based modules in statistical lectures in the Covid-19 pandemic condition and the effectiveness of e-learning with the PACE model assisted by problem-based modules in statistical lectures on statistical reasoning. The research method used is a descriptive method with a sample of 24 students who took the research statistics course. The results showed that the implementation of e-learning with PACE model using problem-based learning with modules aid in statistics lectures in the Covid-19 pandemic conditions can be carried out according to the plan, using the google classroom application and whatsapp as learning media. The effectiveness of the learning model on statistical reasoning is proven effective, where the average value of statistical reasoning is 74.58 and the reasoning increase in the medium category is 54%.

27363 Forging Collaboration and the Scalable Dissemination of Biomedical Research Commercialization Education

ABSTRACT IMPACT: A robust and collaborative network of expertise and services is essential for successful research commercialization, including timely and scalable educational support for CTSA institutions and individual faculty investigators with biomedical innovations. OBJECTIVES/GOALS: Leverage expertise at the University of Michigan (UM) by creating collaborative and scalable interactive online courses to instruct and prepare internal and external faculty to navigate critical stages of life science academic research commercialization. METHODS/STUDY POPULATION: UM’s Fast Forward Medical Innovation created two online courses with the UM Office of Technology Transfer and the Michigan Institute for Clinical & Health Research (MICHR). Collaborative planning committees, with content and educational experts, set course goals and learning objectives based on audience needs (e.g. preparation for consultations, commercialization concepts, etc.). Draft content was developed, peer reviewed, and revised before Articulate Storyline was used to convert didactic content to active learning content (e.g. interactive slides, scenarios, quizzes, and forms). Pilot testing was conducted prior to the launch to faculty investigators throughout the UM network. RESULTS/ANTICIPATED RESULTS: Intellectual Property in the Academic Setting launched via the FFMI website and newsletter in July 2020 and has had 66 learners to date. Medical Device Regulations launched in October 2020 and has 22 learners. OTT and MICHR have successfully integrated the courses into their consultation process by requesting review from faculty investigators. We suspect that this will lead to more in-depth and meaningful conversation. Additionally, these courses have been integrated into an FFMI commercialization course to instruct on critical concepts. Evaluation and refinement for both use cases will ensue, as well as inform future collaborative courses. DISCUSSION/SIGNIFICANCE OF FINDINGS: Early results suggest that the courses are advantageous and can serve as a model for future collaborations. The opportunity to disseminate the courses across the CTSA network, as well as collaborate with other institutions, to scale localized expertise to a broader network is promising.

THE PERCEIVED LEVEL OF COMPETENCE BASED ON EXPERIENCE AND GENDER OF THE ADMINISTRATIVE STAFF OF PRIMARY EDUCATION IN GREECE AND THE NEED FOR TRAINING

The ideas of ‘competence’ and ‘competencies’ have become central in the last decades in education, as experts have focused their interest on the importance of setting learning objectives in order to help students familiarise themselves with the learning process. In the present study, it is examined whether there is a difference in the perceptions of the administrative staff (both principals and vice-principals) on their level of competence as far as their experience (experienced or novice - inexperienced) and a common personal characteristic, such as their gender (male or female), are concerned. A total of 412 administrative staff that is 261 principals 151 vice-principals responded to a five-point Likert-scale questionnaire. The statistical comparison was performed by applying the 2-factor analysis of variation (ANOVA). This analysis was preceded by check for equality of variance between the respective groups (Levene’s test). Based on the findings concerning experience and gender correlation, it is revealed that the greatest need for training seems to concern novice female primary school administrative staff, while on the contrary, the least need for training concerns the experienced male ones. Training programme designers should take this fact very seriously when creating educational courses.

“METHODOLOGY OF USING INNOVATIVE TECHNOLOGIES IN TECHNICAL INSTITUTIONS”

This article presents opportunities for teaching subject-based disciplines based on innovative technologies, specifics, definitions of the concept of "innovation" in the education process, which enriches the professional competence of teachers. In turn, the effect of youth on learning activities is reflected.Enrichment, in turn, influences young people’s learning activities. In technical higher education, students are becoming researchers and implementers of new scientific ideas when they are given the opportunity to use the subject of innovative technologies. Innovative approaches to life, work, and professions are formed and sources, tasks and problems, analysis of learning conditions, setting learning objectives, selection of innovative educational technologies and active methods, preparation of teaching and didactic materials and materials, theoretical and practical training, organization of theoretical and practical training skills assessment, organization and conduct of independent work.

Analysis of the Application of the Flipped Classroom in the Teaching of College Education Courses

The flipped classroom model is a method of educational reform that meets the needs of information technology development. On the one hand, it can promote the development of innovative and applicable human resources and improve the level of individual learning of university students. On the other hand, it can encourage the practice of teaching students using modern technologies and the need for teachers to master the use of the flipped classroom in higher education. Beginning with updating concepts and raising awareness, teachers need to change their learning habits and traditional teaching methods to facilitate the development of pedagogical reforms further. This paper introduces the concept and characteristics of the classroom. It proposes strategies for applying the flipped classroom, including organizing teaching activities, setting learning objectives, and micro-video design and production.

Speaking Activities In Madrasah Ibtidaiyah: A Meta Narrative About Character Building And Multiculturalism Point Of View

Teaching experience of speaking skills tends to be underestimated by the teacher. Because speaking, especially in Bahasa Indonesia, is considered as the mother tongue used in pupil's daily communication. In general, madrasas ibtidaiyah teachers assume that speaking skills in Bahasa Indonesia are not so essential compared to reading and writing. Speaking skills considered to be something that has been studied by pupils since birth at home so that speaking skills are not emphasized to be taught more on the primary level. When designing the learning process, the teacher only focuses on material and students' cognitive without paying attention to student skills in conveying the context or conversation. This study aims to develop a learning activities model of speaking with the content of character building and a multicultural perspective. The researchers applied the ASSURE model as the approach to developing the learning model. The findings of this study showed that the learning model is carried out by analyzing the characteristics of students, setting learning objectives, choosing media, learning methods, and teaching materials, utilizing teaching materials, involving students in learning activities, evaluating and revising learning programs. The content of character education and multiculturalism perspective are applied as teaching material.

Raising the Power of Curriculum-Based Measurement Tools in Preservice Training

Thirty-seven preservice teachers engaged in a self-regulated learning experience proposed to increase their algebra content knowledge and to examine their use of data to make instructional decisions. Using weekly algebra curriculum-based measures, preservice special education teachers set learning goals and objectives, individually selected and adjusted weekly learning activities, and self-monitored and graphed their progress. A mixed-methods approach identified that all participants significantly increased in their algebra content knowledge, but the decision-making approaches among students varied greatly.

Развитие оценочной компетентности учителя как педагогическая проблема

The article refers to the use of a system for assessing educational achievements of students as an important component of the evaluative competence of a teacher. The use of different methods of formative and summative assessment in the teacher’s evaluating activity is very important for the objectivity of evaluating all planned results, which leads to an increase in the quality of students’ learning. The article considers the comparison of the content of formative and summative assessment Modern quality of education focuses on teachers’ readiness to solve professional tasks of both teaching activities and tasks related to the assessment of educational achievements, which undoubtedly contributes to the development of evaluation competence of the teacher himself. In order for the educational activity to be effective, it is important to constantly monitor and evaluate the educational results of students in accordance with the set learning objectives. It is important in the implementation of the evaluation system to apply modern approaches that allow to meet all the requirements of the organization of educational activities.

Prompting Paramedics: The Effect of Simulation on Paramedics' Identification of Learning Objectives.

Introduction: Simulation has emerged as a useful educational tool for the continued training of paramedics. Practicing paramedics are thought to learn through reflecting on their own actions in practice, and it is hoped that simulation could spur similar reflection, which could then lead to practice change. Despite this, there is limited data on how these practitioners use simulated experiences to set learning objectives. This study aimed to explore how simulation training affects self-identification of learning objectives in emergency medical services (EMS) providers (a.k.a. paramedics).Methods: Paramedics (primary care and advanced care) participated in a 30-minute simulated learning session. All participants filled out pre-post surveys identifying their own learning objectives immediately before and after the simulation. An inductive qualitative analysis of these responses were conducted by two authors (EJ, TC) using an interpretive description approach, yielding a list of key themes commonly found in the learning objectives. Pre-post learning objectives were individually compared by the level of specificity as determined by the authorship team. Simple descriptive statistics were generated to describe the number of times that the paramedics’ learning objectives became more or less specific, different, or same.Results: Thirty-five paramedics who completed the simulation and survey were included. Four major themes emerged in the learning objectives: 1) assessment and diagnostic; 2) communication and collaboration; 3) integration of knowledge; and 4) treatment and management. After simulation, the learning objectives became more specific in 6 (17.1%), less specific in 3 (8.6%), different in 22 (62.9%), and remained same in 4 (11.4%).Conclusion: Simulation training shows promise in refining perceived learning needs. The results from this study offer insight into paramedics’ self-identification of learning objectives and gaps pre-post simulation experiences. Understanding the underlying psychology of paramedics participating in simulation may help educators better understand how to guide reflection and continuous improvement.

Musculoskeletal Radiology Teaching at a UK Medical School: Do We Need to Improve?

The United Kingdom is currently facing crisis due to a shortage of radiology consultants despite ever-increasing demand for medical imaging. The specifics of how best to teach radiology has generated increasing interest. This study aims to determine whether musculoskeletal (MSK) radiology teaching at the University of Nottingham (UoN) Medical School is perceived to be satisfactory by medical students, Foundation-Year doctors, and senior medical professionals in preparing students for the demands working as Foundation-Year doctors. Questionnaires were distributed to all medical students and Foundation-Year doctors that graduated from UoN (n=307). Semi-structured interviews were conducted with consultants and teaching staff (n=13). Forty-nine percent of preclinical medical students, 43% of clinical students and 27% of Foundation-Year doctors thought MSK radiology teaching was not sufficient in preparing them for the radiology challenges Foundation-Year doctors' face. This difference was statistically significant (P<0.001). The consensus from senior medical professionals was that MSK Radiology teaching is currently adequate and producing competent students. Interestingly, only 5% of students were considering a career in radiology compared to 34% of Foundation-Year doctors. Overall, there seems to be concern among students regarding MSK radiology teaching and students have a lack of confidence with MSK radiology. Foundation-Year doctors and senior medical professionals do not share this view. This may be due to medical students' lack of clarity on what is required of them. Formal documentation of set learning objectives for MSK radiology throughout the curriculum may address this.

Effect of Applicating and Developing Horticulture-focused STEAM Program and Manual

본 연구의 목적은 초등학생을 대상으로 원예주제 중심의 창의융합교육(STEAM)적용을 위한 원예활동을 개발하고 이에 대한 타당성을 검증받아 교육현장에 효과적으로 적용하기 위한 매뉴얼을 개발하고 이를 기반으로 현장에 적용한 후 이에 대한 교육의 효과를 검증하는데 있다. 2015개정 교육과정을 기반으로 개발된 STEAM 원예교육 프로그램은 ADDIE 모형에 기반하여 개발, 검증, 실행, 개선의 5단계로 이루어졌다. 준비는 요구분석, 학습목표선정, 교육과정 분석, 개발은 학습자료 개발, 교수자료 개발, 검증단계에서는 전문가에 타당도 검증, 실행은 현장적용을 하였다. 연구결과로는 첫째, STEAM 원예교육 프로그램 개발을 위하여 1,2차 타당도 검증을 받았다. 1차는 질적 검사, 2차는 전문가 대상 CVR검사를 받아 수정하였다. 프로그램 개 발구성은 한국창의재단에서 제공하는 STEAM 학습준거틀을 기반으로 하고 형식은 탐구학습모형을 적용항 지도안의 전문성을 높였다. 더불어 프로그램의 현장적용을 위한 편리성을 위해 프로그램 매뉴얼을 구성하였다. 이때 매뉴얼 구성은 프로그램 주제 및 제작의도, 주제개요 학습목표, STEAM 과목요소, STEAM 단계요소 및 지도상의 유의점을 제시하였다 이후 프로그램 은 지도안 형식으로 구성하였고 교사용 팁을 정리하여 탐구학습모형에 따른 사고단계를 구분하여 학습요소를 생각열기, 생각펼치기, 생각다지기 단계로 구분하여 제시하였다. 둘째 최종적으로 개발되고 수정된 프로그램을 현장적용 한 결과로는 수업몰입도 검사결과 도전과 능력의 조화, 행위와 의식의 통합 및 자기목적적 경험 등에 해당하는 영역에서 수업효과에 관한 통계적 유의성이 검증되었다. 그 외 프로그램 별 수업만족도와 학습자 평가로서의 만족도도 모든 항목에서 매우 높은 것으로 나타났다.This study was performed for the elementary school students who was taking the STEAM educational program focused on horticultural activities and validating for it s practical value to applicate school field and develop manual effectively. Focused on horticultural activity program based on 2015 educational curriculum was based on ADDIE structual model which was consisted of 5 process of preparation, development, verification, implementation and improvement. Preparation process included of analyzing requirement and curriculum, setting learning objectives and development of learning materials. Verification process included of validating validity and impelementing program to school as verification process. Results of this study were as follows. First, to validating of program, 1st and 2nd verification process was applied. 1st process was qualified test and 2nd process was CVR test by specialized groups to revise. The composition of program was based on structural learning model provided by Korea Foundation for Advancement of Science and Creativity(KOFAC) and applying science research and study model for increasing speciality of teaching form. And for the convenience of applying program to school field, developed its manual. The composition of manual was consisted of various process as topics, making intention, summary of topics, learning objectives, elements of STEAM curriculum, and teaching notifications. Furthermore, the program was provided as learning model and teachinf tips were provided to dividing thinking process as thought open, though unfolding and lay the foundation of thought. Seondly, as a final result of applying program to school field, class immersion test verified its validity of categories as challenging and ability harmony, integration of act and sense and self focused objective experiences showed statistically high signification. And other results satisfication of class and learning individual were significant through all categories of those tests.

Specifications Grading in Political Science

ABSTRACTThis article explores the efficacy of specifications grading in undergraduate political science classes. Specifications grading organizes instruction around a set of learning objectives and evaluates student success based on the achievement of carefully articulated specifications for each assessment. Assessments are considered satisfactory or unsatisfactory and final grades are determined based on satisfactory completion of groups (bundles) of assignments, with a bundle linked to each letter grade. The are several advantages to this system: (1) it allows students to be strategic in the work they choose to complete; (2) it allows students to know where they stand without having to calculate weighted averages; and (3) it facilitates more efficient and reliable grading. In this essay, we provide an overview of this technique, reflections on how it works in practice, and what we consider to be best practices for implementation in political science.

A Case of Pancreatic Cancer: Abdominal Anatomy Team-Based Learning Module for Medical Students.

Team-based learning (TBL) is an instructional method utilized by the University of Alabama School of Medicine to facilitate collaboration and integration of concepts introduced in undergraduate medical training. This TBL was created for the Gastrointestinal module and facilitates understanding of anatomy of the retroperitoneal space, posterior abdominal wall, and neurovasculature of the abdomen. This module integrates topics from abdominal anatomy, radiology, and clinical decision-making for medical students. Prior to the TBL, students were provided with a set of learning objectives and three instructional video podcasts. During the in-class portion of the activity, learners completed the readiness assurance phase, which consisted of individual and team assessments. During the application phase, teams of five to six students collaborated on multiple-choice questions centered on the presentation, diagnosis, surgical intervention, and palliation of a patient with pancreatic cancer. TBL sessions were cofacilitated by an anatomist and a physician. Since the TBL's institution in 2014, medical students have consistently performed better on the readiness assurance test in teams rather than individually. On a 5-point Likert scale, over 90% of students in the 2016 (M = 4.12) and 2017 (M = 4.20) Gastrointestinal modules agreed or strongly agreed on an end-of-course evaluation that the TBL activity was effectual for learning. In a medical climate that continues to rely heavily on cross-sectional imaging, early integration of gross anatomy and cross-sectional anatomy is essential and can facilitate acclimation to the clinical years. This TBL would be a valuable addition to other undergraduate medical programs.

Види інтерактивних методів навчання англійської мови для студентів технічних спеціальностей

Social, technical and economic changes that have taken place in the country in recent years make new demands on specialists in various fields of knowledge, and technicians are not exception. The English language study plays a major role in forming professional qualities of future technicians. The implementation of tasks requires the use of various methods in teaching English to students of technical departments, but the main methodological innovations today involve the use of interactive methods. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution. Interactive teaching methods, in contrast to the traditional ones, are based on the active interaction of participants in the educational process, and special attention is paid upon students’ interaction with each other. This approach allows teachers: 1) to create a classroom atmosphere that helps to encourage students to ask questions and seek answers, take (as a basis) the following types of training that would facilitate the development of critical thinking and independent acquisition of knowledge, encourage reflection; 2) to apply existing methods, become a thoughtful professional, which means to learn how to observe carefully, identify problems and create new strategies to solve them; 3) to be a model for other students, transfer knowledge to them. In turn, students learn to think critically, solve difficult problems based on analysis of circumstances and relevant information, make thoughtful decisions, participate in discussions, communicate with other people. Participants of interactive learning set learning objectives, develop a learning activity, identify problems in the course of training, study the reflection of their training activities. The article describes the most popular interactive teaching methods (role play, presentation, conversations, brainstorming, projects, podcasting, video files, blogging, round table, discussion, situational analysis) at the English language classes with students of technical departments. The interactive learning is important for personal and professional development. Interaction helps involve students in performing activities with technical terms, and such activities can enhance vocabulary acquisition and promote the development of lexical skills. Students are able to take control of their learning process and also figure out their preferred resources with the help of interactive technology. In this way, they can choose the method to present projects and also develop important research skills for the upcoming days. Furthermore, students are able to develop their communication as well as collaborative expertise by working on shared projects or documents and this will help them significantly afterward when they mature into working individuals. The author comes to the conclusion that the use of interactive methods in teaching a foreign language to future technicians helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of technical communication.