PRACTICING VOCABULARY THROUGH INTERACTIVE METHODS

2019 ◽  
pp. 3-5
Author(s):  
Dzhanalieva Arzykan
Keyword(s):  
Small Groups ◽  
Interactive Methods ◽  
Teaching Methodology ◽  
Group Activities ◽  
Written Form ◽  
Language Competency ◽  
English Classroom ◽  
Open Class ◽  
Pair Work ◽  
Small Group Activities

Abstract: Using interactive methods in the English classroom can be very effective. Interactive methods or student-based teaching methodology make the learning process fun. They help the students feel free, open, and organized. Working in pairs, small groups, open-class activities, shy students learn from each other and feel safe. This article deals with practicing vocabulary using interactive methods in the English classroom. Different interactive activities used in the classroom to practice vocabulary help the students develop their language competency, communication and presentations skills and use them in life situations effectively, and express his/her opinion orally and in written form. Key words: interactive methods, pair-work, small group activities, run to board activity, jeopardy, role plays, situations. Аннотация: Англис тил сабактарында интерактивдүү ыкмаларды колдонуу аябай эффективдүү болушу мүмкүн. Алар студенттерге өздөрүн эркин сезүүгө, ачык болууга жана өздөрүн уюштурууга жардам берет. Интерактивдүү ыкмалар же студенттерге багытталган ыкмалар, тил үйрөнүү процессинин кызыктуу болуусун камсыздайт. Эки-экиден иштөө, кичинекей тайпаларда иштөө, класстагы ар түрдүү ыкмаларда иштөө тартынчаак студенттерге бири-биринен үйрөнүү менен бирге өздөрүн коопсуз сезүүгө жардам берет. Бул макалада англис тил сабактарында өтүлгөн сөздөрдү бышыктоодо жана колдонууда интерактивдүү ыкмаларды колдонуу каралат. Өтүлгөн сөздөрдү ар түрдүү интерактивдүү ыкмалар аркылуу бышыктоо, студенттерге өздөрүнүн тил билиминдеги ишенимин өстүрүүгө, бири бири менен сүйлөшүүдө, өзүн презентациялоого жана аларды күндөлүк турмушта жазуу жана ооз эки колдонууга жардам берет. Түйүндүү сөздөр: интерактивдүү ыкмалар, эки-экиден иштөө, кичи тайпаларда иштөө, доскада иштөө, ролдоштурулган оюндар жана ситуациялар. Аннотация: Использование интерактивных методов на занятиях английского языка может быть очень эффективным. Они помогают студентам чувствовать себя свободно, быть открытыми и организованными. Интерактивные методы, или методы преподавания ориентированных на студентов делают учебный процесс интересным. Работая в парах, в малых группах, участвуя в играх, проводимых на занятиях, стеснительные студенты учатся друг у друга и чувствуют себя безопасно. Эта статья рассматривает закрепление и применение лексики через интерактивные методы на занятиях английского языка. Различные интерактивные работы, которые используются при закреплении лексики, способствуют развитию у студентов языковой компетентности, навыков общения, презентации себя, и эффективному применению их в жизненных ситуациях, устно и письменно выражать свое мнение. Ключевые слова: интерактивные методы, работа в парах, работа в малых группах, работа у доски, ролевые игры и ситуации.

Usage of Interactive Methods in Teaching of Law

10.12737/2645 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 25-28
Author(s):  
���������� ◽  
Elena Abrosimova
Keyword(s):  
Group Discussion ◽  
Role Playing ◽  
Interactive Methods ◽  
Legal Information ◽  
Group Activities ◽  
Different Types ◽  
Common Group ◽  
Interactive Lecture ◽  
Practical Recommendations ◽  
Small Group Activities

The article addresses issues teaching of law in the secondary school using interactive methods. The analysis of different types of students and different ways of presenting legal information to schoolchildren. Practical recommendations for using the following methods and forms of teaching of law: an interactive lecture, small group activities, common group discussion, role-playing activities, using fragments of films and cartoons, as well as recommendations on formulating an interactive homework.

scholarly journals Critical Thinking and Small Group Activities

2010 ◽  
Vol 30 (4) ◽  
Author(s):  
Claude Gratton
Keyword(s):  
Critical Thinking ◽  
Small Group ◽  
Small Groups ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Group Activities ◽  
Small Group Activities

I mention the benefits, challenges, and costs of using small group activities to enhance our students’ learning of critical thinking skills in our courses, and then describe ten examples of these groups. Two of these examples are not commonly reported in the literature on small groups, so I describe them in greater detail to facilitate their use in our courses.

Increasing Student Participation and Productivity in Small-Group Activities for Psychology Classes

1997 ◽  
Vol 24 (2) ◽  
pp. 105-115 ◽  
Author(s):  
Steven A. Meyers
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Student Involvement ◽  
Student Participation ◽  
Individual Student ◽  
Social Loafing ◽  
Group Productivity ◽  
Group Activities ◽  
Teaching Of Psychology ◽  
Small Group Activities

This article consolidates suggestions about ways to increase individual student involvement in small-group activities for psychology classes. First, the literature on group productivity and social loafing is reviewed. Findings are organized through the discussion of 3 critical domains for increasing effectiveness of small groups. Second, articles published in Teaching of Psychology that describe small-group activities are reviewed, giving attention to techniques that authors have recommended to ensure student participation.

Conducting Introductory Psychology Activity Modules as a Requirement in Advanced Undergraduate Courses

1992 ◽  
Vol 19 (4) ◽  
pp. 219-220 ◽  
Author(s):  
Richard Wesp
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Introductory Psychology ◽  
Group Activities ◽  
Upper Level ◽  
Introductory Class ◽  
Small Group Activities

Small-group activities provide more personalized attention in large introductory psychology classes but require considerable instructor time. Small groups of students in three upper level undergraduate courses were required to design, implement, and evaluate projects that would actively involve introductory students in a topic related to one that the upper level students were studying. Students in Introductory Psychology classes selected and participated in two activities. Advanced and introductory students said that involvement in these activities was a valuable experience and should be required in subsequent terms. This method allows upper level undergraduates the opportunity to apply what they have learned by requiring them to teach, and it increases the amount of individual attention provided students in the introductory class.

Coaching Paraprofessionals to Promote Engagement and Social Interactions During Small Group Activities

2017 ◽  
Vol 26 (4) ◽  
pp. 410-432 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Kathleen N. Zimmerman ◽  
Kate T. Chazin ◽  
Natasha M. Patel ◽  
Vivian A. Morales ◽  
...  
Keyword(s):  
Social Interactions ◽  
Small Group ◽  
Group Activities ◽  
Small Group Activities

When the Army Got Progressive: The Civil Affairs Training School at Stanford University, 1943–1945

2011 ◽  
Vol 51 (3) ◽  
pp. 330-361 ◽  
Author(s):  
Benjamin Justice
Keyword(s):  
Small Group ◽  
Prior Knowledge ◽  
Integrated Curriculum ◽  
Role Playing ◽  
Field Trips ◽  
Lecture Hall ◽  
Training School ◽  
Group Activities ◽  
Points Of View ◽  
Small Group Activities

They sat in the Cubberley Education Lecture Hall to hear visiting experts. More often they could be found meeting in reduced-size classes, or working on small-group activities. They usually took notes; sometimes they took field trips. They memorized lists and sat for exams, but they also watched films and acted out scenarios. Rather than take regular courses in the disciplines, they studied an integrated curriculum referred to as “Area Relationships.” Some faculty collaborated, team taught, and drew on students' prior knowledge. Even some administrators joined in the role-playing for the big culminating activity. The head of the program explained the reason for such a break from the traditional Stanford experience: “Special effort must be made to supply the student with points of view and methods of procedure which will enable him most quickly and most surely to survey a situation, analyze a problem, and formulate a solution.”

scholarly journals Typically Developing Preschoolers’ Behavior Toward Peers With Disabilities in Inclusive Classroom Contexts

2019 ◽  
Vol 42 (1) ◽  
pp. 49-68
Author(s):  
Soo-Young Hong ◽  
Jungwon Eum ◽  
Yanjie Long ◽  
Chaorong Wu ◽  
Greg Welch
Keyword(s):  
Social Interactions ◽  
Free Play ◽  
Inclusive Classroom ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Outdoor Classroom ◽  
Group Activities ◽  
And Training ◽  
Indoor And Outdoor ◽  
Small Group Activities

This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two different days in both indoor and outdoor classrooms during free play, small group activities, transitions, and meals/snack. Typically developing children interacted with peers with disabilities for a small amount of time; the interactions were significantly more likely in the outdoor classroom, in either child- or teacher-directed activities, and in play activities. There was a lack of adults’ intentional scaffolding for social interactions between children with and without disabilities even when they were near the children. Activity contexts contribute to children’s social behavior, and teachers need more support and training with inclusive and collaborative practices.

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