англ мова , компетентності

Завдання 1. Characteristics of Modern Teaching Methods

1. Learner-centered

One of the essential characteristics of the modern teaching methods in basic science and technology (BST) is it is learner-centred. It focuses on learners while using or applying during classroom and laboratory lectures. The teacher acts only as a guide, and all the learning process involves learners. Learners significantly appear as a dominator in classroom interactions. 

2. Task-Based or Activity-based

The teacher or guide of BST organizes activity or task and engages students to learn through this way. Hence it is an activity-based or commission-based. Students are offered or asked to take part in classroom interaction through these interactive activities. 

3. Resource-Based

BST teachers should be resourceful. They should collect and distribute all the required study material to the learners for their learning or to understand the topic clearly. The resources can be collected from the school environment or any other place where it is available. Also, a learner can be the source to bring study material or resources from their end.

4. Interactive in Nature

One characteristic defines the modern teaching method as very interactive. The teacher asks the students to form small groups or work as individuals to perform the learning tasks and come up with the desired results. It helps them to gather knowledge from one another. Students learn to work together and a sense of cooperation. It also works in their favour when they step out in the outer world.

5. Integrative in Nature

One of the vital characteristics of Advantages of modern teaching methods is it is integrative. Teachers link topics of one subject, e.g., social science topics like drug use, domestic violence, safety, pollution, food distribution, crime etc. to other issues and make it integrative. By this, a learner can gain knowledge of more topics studying one.

6. Peer Collaboration

Modern teaching methods not only encourage students by allowing them to present their ideas or initiative by noticing their responses, studying their research, and allowing them to answer during interaction in BST classes but also selects students based on interest, needs, and feelings. Through Instructional activities, students learn to work cooperatively, and they appreciate their competitors’ work as well. In the BST curriculum, learner’s interests are considered most important, and they are guided towards their goals and careers.

Завдання 2.

Read about Mr. Knott’s first exam experience and identify areas for improvement this year. As you read circle or highlight problem areas. Then, compare your findings with those of Mr. Knott’s colleague in the table. 

Mr. Knott’s First Exam Experience 

Mr. Knott, now in his second year of teaching, found his first year quite challenging. Last year, he taught in a different school where assessment did not receive much attention. In college, Mr. Knott took a testing course, but he still felt out of his element with assessment. He worried that if he admitted he didn’t understand things like specifications that he would get a poor evaluation. He avoided assigning portfolios and projects since he didn’t see the point of multiple measures of assessment. He based students’ grades solely on the midterm and final exams. 

As the day of the midterm exam approached, Mr. Knott still hadn’t checked where he should be in the syllabus because he advocated a “just-in-time approach.” He wanted to see what he actually had covered by the midterm exam date. Mr. Knott put together a midterm exam consisting of a reading from a well-known TOEFL practice book, a written expression section from a grammar book that he used in college, and a listening activity from a recent unit in the students’ textbook. He left out writing, because he thought that the written expression section would suffice. He didn’t want to leak details of the test, so he didn’t supply students with information about the exam. Students were surprised by several new formats they had never encountered. 

Mr. Knott made all formats objective to make grading easier. He had students swap papers in classes to grade some sections, and his wife helped him grade the rest. He did not use an answer key. Instead, when many students had difficulty with the item, he gave everyone full credit. 

The scores were high, so Mr. Knott concluded that the test was good. He didn’t do any analysis or reflect on how the test could give him feedback on his teaching. He was too busy to give students feedback or make notes about exam. Besides, why would he want to change something that worked so well? 

One of Mr. Knott’s new colleagues had these comments and the task is to give your suggestions. The first one is done. 

Завдання 3.

1. Were the objectives identified properly?

in my opinion, the objectives should be set more specifically

2. Have the objectives been achieved successfully?

due to incorrectly set objectives, it is not possible to determine whether they have been achieved

3. Would you add something to the Presentation stage?

The purpose of the lesson should be educational and developmental and

the objectives must be set

4. How are the stages of the lesson linked to each other?

not all stages of the lesson are related to each other

5. What could you do to make the links between the activities

use transitional tasks of the type - complete the sentences

6. How did the teacher summarize the lesson?

in my opinion, it is necessary to sum up the lessons in more detail in accordance with the set objectives of the lesson