Interactive methods

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1.2. Interactive education, its forms and participants.

The role and opportunities of interactive methods in the educational process

The interactive method is aimed at activating the acquisition of knowledge by students, the development of personal qualities by increasing the activity between students and the teacher in the educational process. The use of interactive methods helps to increase the effectiveness of the lesson. The main criteria of interactive education are: informal discussions, the ability to freely express and express the learning material, the small number of lectures, but the large number of seminars, the creation of opportunities for students to take initiative, small group, large group, assignment to work as a class team, written work and other methods, which are of particular importance in increasing the effectiveness of educational work.

Factors of interactive training effectiveness

Currently, one of the main directions in improving teaching methods is the introduction of interactive teaching and learning methods. All science teachers are increasingly using interactive methods in the classroom.

As a result of the use of interactive methods, students' skills of independent thinking, analysis, drawing conclusions, expressing their opinions, defending them on the basis of it, healthy communication, discussion, debate are formed and developed.

In this regard, the American psychologist and educator B. Blum has created a taxonomy of pedagogical goals in the areas of cognition and emotion. Uni Blum's taxonomy is called (Taxonomy is a theory of classification and systematization of complex structured areas of existence). He divided thinking into six levels according to the development of cognitive abilities.

According to him, the development of thinking takes place at the levels of knowing, understanding, applying, analyzing, generalizing, evaluating. Each of these levels is also represented by the following characters and examples of verbs corresponding to each level, including:

Knowledge is the initial level of thinking in which the student is able to say terms, know clear rules, concepts, facts, and so on. Examples of verbs appropriate to this level of thinking are: repetition, reinforcement, ability to convey information, narration, writing, expression, differentiation, recognition, narration, repetition.

When there is an understanding level of thinking, the student understands facts, rules, diagrams, tables. Can roughly describe future consequences based on available data. Examples of verbs appropriate to this level of thinking are: justification, substitution, clarification, definition, explanation, translation, reconstruction, elucidation, interpretation, clarification.

In application-level thinking, the student is able to use the acquired knowledge not only in traditional but also in non-traditional situations and apply them correctly. Examples of verbs appropriate to this level of thinking are: introduce, calculate, demonstrate, use, teach, identify, implement, calculate, apply, solve.

At the level of analysis, the reader is able to distinguish parts of the whole and the interrelationships between them, see errors in the logic of thinking, distinguish between facts and consequences, evaluate the importance of information. Examples of verbs appropriate to this level of thinking are: derivation, separation, stratification, classification, guessing, prediction, spreading, distribution, verification, grouping.

In general-level thinking, the student does creative work, makes a plan for an experiment, uses knowledge in several areas. Creatively processes information to create innovation. Examples of verbs appropriate to this level of thinking are: creating, generalizing, merging, planning, developing, systematizing, combining, creating, constructing, designing.

In assessment-level thinking, the student is able to distinguish criteria, follow them, see the diversity of criteria, evaluate the relevance of conclusions to available data, and distinguish between facts and evaluative opinions. Examples of verbs appropriate to this level of thinking are: diagnose, prove, measure, control, justify, approve, evaluate, check, compare, compare.

There are many different types of interactive methods, all of which, like any progressive method, require, above all, a great preparation from the teacher before the lesson.

In organizing these sessions, the main features of the interactive lesson can be more clearly understood by considering some of its differences from the traditional lesson. For this purpose, we present the following table:

Traditional hand some differences between interactive lessons 

number	Basic concepts	Traditional lesson	Interactive lesson
1	Level of application	It is applied in the form of lesson types that are convenient for them on all topics.	On some topics, the interactive is used in the form of convenient types of lessons. For other topics, the traditional lesson is applied
2	Course Objectives	Formation and strengthening of knowledge, skills, abilities on the subject of the course.	Independent thinking on the topic of the lesson, drawing conclusions, explaining them, teaching to defend.
3	Teacher responsibilities and work methods	Explain, reinforce, supervise, assign assignments to a new topic.	Organize, manage, supervise, and justify students' independent work and presentations.
4	Requirements for lesson preparation	Preparation of lesson plans, abstracts and didactic aids.	Preparation of interactive lesson plans, assignments for independent work, handouts, other necessary tools.
5	Requirements for student preparation	Completion of tasks from the previous lesson.	Know the basic concepts and initial information on a new course topic.
6	Students' tasks and methods	Listening to and mastering the teacher, performing assigned tasks.	Independently think about the tasks given by the teacher, compare their own opinions, conclusions with others and come to the final conclusion
7	Time distribution	Most of the lesson time is spent on the teacher explaining, analyzing, explaining assignments, and monitoring mastery of a new topic.	Much of the class time is spent on students completing independent assignments, exchanging ideas, observing, and presenting and defending their conclusions.
8	Lesson modules and algorithms	The modules and algorithms of the lesson are used by each teacher according to the method he / she uses.	Each lesson is conducted according to pre-prepared modules and algorithms, projects.
9	The level of activity required of students	The teacher is active in all respects, students are active in focusing, understanding, thinking, completing tasks. Forms of communication: teacher-group; teacher-student; student-to-student; student-teacher; group-teacher;	Both the teacher and the students are active in every way. Forms of cooperation, collaboration: teacher-student; student-to-student; student-subgroup; subgroup-subgroup; student-teacher; small group-teacher; group-teacher.
10	Basic methods of knowledge acquisition	Communication, discussion, negotiation, debate, discussion, reflection, analysis, observation, reading and more.	Communication, reading, observation, discussion, negotiation, debate, discussion, reflection, analysis, and more.
11	Forms of training	Lectures, seminars, practical classes, laboratory classes, round tables, discussions, debates, consultations and more.	Lectures, group or pair work, presentations, discussions, debates, roundtables, practical work and more.
12	Expected result	Assimilation of knowledge, skills and abilities of students on the topic.	To form students' own opinions and conclusions on the topic, to teach them to acquire independent knowledge.

In this table, the idea is very briefly stated so as not to increase the volume.

The differences in the table clearly show the advantages and disadvantages of these two types of training over each other.

Based on the analysis of some aspects of interactive training shown in this table, the following conclusions can be drawn:

1. When teaching the subjects in the curriculum, it is necessary to take into account on what topics it is advisable to organize interactive lessons. This involves the use of interactive or traditional types of exercises that allow the pill to fully achieve the goal of the training on a single topic.

2. For an interactive lesson to be effective, it is important to ensure that students know the basic concepts and initial information on the topic before the new lesson.

3. It is important to keep in mind that interactive learning takes more time for students to work independently than traditional learning.

A few centuries ago, A. Navoi wrote about the impact of such differences in social life in the introduction to his famous work "Mahbub ul-qulub": 'Let them look at each other with their own eyes, and let each one enjoy according to his own understanding.' At the same time, it is shown that everyone can understand, master, benefit and apply this work in a different way, that is, only at the level of their own understanding. to summarize our above conclusions about the main differences from the traditional methods, we can express that it is to increase the understanding of the students.

It should be noted that interactive teaching methods in Uzbekistan since ancient times in the educational process, such as discussion, debate, negotiation, observation, analysis, consultation, poetry reading, reading in the dialogue between teacher and students and between students and students. used in the forms.

These methods helped students to develop into independent-minded, mature people by developing their speech, thinking, reasoning, intellect, talent, and intelligence.

It is now known that interactive methods are mainly used in conducting interactive exercises. In the future, it is desirable that these methods grow to a certain extent interactive technology. The difference between the concepts of this interactive method and technology, in our opinion, can be described as follows.

Interactive teaching method - is carried out by each teacher at the level of available tools and their own capabilities. At the same time, each student masters at different levels according to their motives and intellectual level.

Interactive learning technology - ensures that each teacher conducts a lesson that all students master as intended. At the same time, each student has his own motives and intellectual level, mastering the lesson at the intended level.

Based on the study of some experiences in the practical application of interactive training, we can show some of the factors that affect the quality and effectiveness of these training. They can be conditionally called organizational-pedagogical, scientific-methodical and factors related to the teacher, students, teaching aids. We need to keep in mind that they have a positive or negative impact, depending on their nature.

Organizational and pedagogical factors include:

-training a group of trainers to conduct interactive trainings from teachers;

-Organization of teaching teachers interactive methods;

-creation of necessary conditions for interactive lessons in the classroom;

-ensure a comfortable workplace for the speaker and participants;

-prevention of violations of sanitary and hygienic standards;

-ensure compliance with safety regulations;

-attention and attendance;

- organization of control, etc.

Scientific and methodological factors include:

-Correct selection of appropriate interactive methods to ensure compliance with the requirements of the DTS and the full achievement of the objectives of the lesson;

-quality preparation of interactive training;

-ensure that each element of the interactive lesson is relevant to the topic being studied;

-determine the topic and content of the training on the basis of the latest scientific and theoretical information;

-application of modern highly effective methods;

- Preliminary determination of the level of readiness of students and conducting interactive classes at the appropriate level;

-be able to allocate enough time for interactive training, etc.

Factors related to the teacher:

- shallow knowledge of the subject;

-speech defects: pronunciation, literary language norms, grammar rules, unfamiliar or foreign words, use of terms without explanation, frequent use of dialectal words, mistakes in writing put and write incomprehensibly;

- Defects in behavior and pedagogical behavior;

-attention to dress and appearance;

- inability to use educational tools effectively and correctly;

- Lack of observation, sense of time, the ability to distribute it correctly;

- lack of listening skills;

- Lack of kindness, sincerity, ability to work with the student;

-failure to follow logical connection and consistency, etc.

Factors relevant to students:

- low attendance, late for training;

- Arrive without the necessary preparation;

- Lack of knowledge of scientific terms;

- inability to concentrate;

-defects in hearing and listening skills;

-Low interest, sluggish thinking;

- low level of preparation for the subject;

-Lack of interest, etc.

Factors related to the tools used in the training:

- Lack of educational facilities, in poor condition or in poor condition, lack of quality and modern facilities;

- incorrect choice of the appropriate types and number of tools for mastering the topic of the lesson;

- Failure to prepare personnel for work before the start of training;

-failure to comply with safety rules when using tools, etc.

In short, organizing and conducting interactive sessions, taking into account the factors briefly described above, will help to further improve the quality and effectiveness of these sessions.

Participants in the interactive teaching and learning process

Interactive lessons have a unique organizational structure, the types of activities for its organization and conduct are separated, and each of them is named in the form of separate tasks. In this case, it is assumed that in the course of one session, the person conducting the exercise will perform these different tasks at the same time. It is also applicable that two or three educators or assistants conduct a session together. They are named according to the functions they perform:

•  - Creation of educational content, development of modules.

• Trainer- A specially trained specialist who conducts exercises to develop students' skills.

• Tutor- Development and implementation of distance learning programs.

• Facilitator- Assistant, facilitator, does not respond to the process, does not draw conclusions.

• Mentor- Teacher, teacher (individually and in groups).

• Kush- tutor, instructor, trainer, helping students to fully master. Supervisor, supervisor of practical training, work process during the internship. (Preparation for coaching exams or sports).

• Consultant-Advise, explain, provide additional information.

• Lektor- Introduction to theoretical data.

• Expert - observation, analysis, verification, conclusion, recommendation, suggestion, comment.

10. Innovator- Introduce innovations into the content of education and the process of training

11. Communicator- Improving the quality and effectiveness of interaction.

12. Teacher- Explain the content of the lesson, guide the learning process.

13. Manager- Solving organizational, pedagogical and economic issues.

14. Spectrum-Observation, analysis and presentation of conclusions.

15. Assistent-Prepare for training the tools used in the training, provide assistance to the participants.

16. Secretary- Record the necessary information, registration of relevant documents, storage in the prescribed manner.

17. Technologist- Specialist of pedagogical technology. Addresses issues related to the development and implementation of programs based on modern pedagogical technologies.

18. Methodist-specialist in educational methods. Addresses methodological issues in the development and implementation of programs.

19. coordinator-guidance on the development of projects, programs, planning, coordination of their implementation, solving organizational and financial issues.

20. Students - students.

In summary, interactive learning allows you to solve multiple problems at once. Most importantly, it develops students' communication skills and abilities, helps to establish emotional connections between students, teaches them to work in a team, to listen to the opinions of their peers. ensures compliance.

At the same time, practice shows that the use of interactive methods in the classroom eliminates the nervous tension of students, allows them to change the form of activity, to focus on the main issues of the lesson topic.

Selection of interactive methods according to the purpose of training

There are many types of interactive lessons, which are selected according to the characteristics of the subject and the intended purpose, and are prepared accordingly. There are specific requirements for the readiness of students to participate in interactive lessons, which include the acquisition of knowledge necessary for active participation in the lesson, readiness for communication, collaboration, independent thinking, self-reflection. free expression and defense skills, and so on.

Efficient use of time in training is a prerequisite. To do this, the necessary tools must be properly selected, prepared, and the trainers and their responsibilities must be clearly defined. There are specific differences between interactive methods and traditional teaching methods, and each teacher should compare these differences, their advantages and disadvantages in relation to each other, in choosing the methods of lesson planning and conduct. should be taken into account.

In this case, the most appropriate interactive for the transfer of new knowledge, the formation, development, strengthening of skills, repetition of knowledge, practical training, as well as for training on each topic, taking into account the specifics of the subject. or the correct choice of other techniques.

Applying properly selected techniques will make the session fun and effective.

Interactive methods are related to the theory of constructivism, and the following main conclusions of constructivism should be taken into account when applying these methods in practice:

The student must learn for himself, otherwise no one can teach him anything;

The teacher organizes a process that helps students “discover” knowledge;

Knowledge is not a copied copy of being, it is shaped by man.