Scientific and theoretical bases for the motivation efficiency of children's socialization in the learning process

A teacher who knows the type of motivation can create the conditions to reinforce the appropriate positive motivation. If this is a motivation related to the outcome of the training, the conditions for its support, promotion, demonstration of the usefulness of the acquired knowledge for the future can be the creation of a positive public opinion. If this motivation is the motivation related to the purpose of learning, then the conditions for its support can be the information about the results obtained, the emergence and formation of cognitive interests, the problematic methodology. To support the motivation associated with the learning process, there is a need for a lively and entertaining structure of the learning process, student’s activity and independence, research methodology and the creation of conditions for the manifestation of their skills. The article puts forward ideas about the main features of the modern lesson, which contributes to the socialization of the student's personality, and explains in detail the forms of organization of the modern lesson. In addition, the stages of the modern lesson and the organization of students’ activity in these stages were noted. The main focus is on the problem of directing the socialization of the student's personality. It addresses the issues of meeting the needs of students in the organization of pedagogical work in the modern classroom, as well as the creation of a system of interaction in the student body. The need for individual application of programs aimed at promoting the personal position of the student stems from the fact that in this context, a fertile socio-pedagogical basis for the individual integration of knowledge of each student is formed. It should be noted that such an approach to pedagogical work leads to sustainable prospects in education. The purpose of the article is also to link the content elements of education and the individual stages of the lesson structure on a pedagogical-psychological basis from a socio-logical point of view. The article also provides extensive scientific approaches and practical examples of the ways aimed at the improving the quality of education.

“Mistakes are just information”: A case study of a highly successful violin pedagogue

This study examined the instructional context, pedagogical techniques, interpersonal dynamics, and personal characteristics of a teacher and her collegiate students in a renowned private violin studio. Through lesson observations, interviews, and analysis of artifacts, the following themes emerged: (1) a nurturing, non-judgmental environment, characterized by “neutral” teacher feedback; (2) clearly defined learning expectations, lesson structure, and work habits that are mutually understood by student and teacher; (3) a clear emphasis on learning to practice effectively in the student’s own time, including “practicing practicing” within the lesson; and (4) explicit instruction on how to teach others. Analysis of the data suggests that this studio might be best understood through Bruner’s conception of a spiral curriculum, as the structure and content of all student lessons were virtually the same regardless of student level, but the complexity of the tasks increases greatly as students progress.

IMPROVING ENGINEERING EDUCATION: TWO KEY AREAS TO FOCUS OUR ATTENTION

Engineering remains one of the most traditional and didactic disciplines in higher education. There is low adoption of research-based instructional practices with many educators believing adherence to tried-and-true methods in undergraduate engineering programs outweigh the benefits any change to more active learning could bring. Surveys of student engagement consistently rank the effectiveness of the undergraduate engineering experience lowest among the disciplines, with classroom observations confirming that engineering educators score significantly lower in delivery, teaching, lesson elements, and diversity. This quantitative study sets out to determine in which, if any, specific areas engineering educators score differently than their colleagues in other disciplines. Using Draeger and his team’s model of academic rigour as a framework, this study examines institutional data collected during three years of mandatory teaching observations of new full-time and randomly selected part time educators. The analysis shows that four key areas differentiate the teaching practices of engineering educators from their colleagues in other disciplines: (1) welcoming students, (2) explaining the lesson’s agenda, (3) the organization, pace, and planning of classes, and (4) the way material is presented to students. It is proposed that the undergraduate engineering experience can be improved by making changes to lesson structure, and enhanced by including opportunities for meaningful active learning.

ESL/EFL online lesson development (based on Skyeng practices and techniques)

The article presents an attempt to infer the key stages of creating an effective online English lesson based on corporate teaching practices and techniques of Skyeng online school. There have been revealed some important aspects that are to be taken into consideration when working out an online lesson structure and content. Having analyzed various theoretical courses on communicative language teaching methods and having combined them with the incorporated Skyeng practice in teaching English as a Second Language or English as a Foreign Language (ESL/EFL), we have come up with a certain algorithm which we advise to apply in lesson modelling: focusing on achievement aims rather than procedure aims, choosing the correct lesson structure, evaluating the studying materials and content, formulating methodological sections to aid the teachers. There have been presented some language management techniques currently used in Skyeng lessons, such as the correct formulation of the instructions, balancing teacher talking time and student talking time and the technique of a guided discovery. The practical application of Blooms’ taxonomy is illustrated in the example of additional speaking tasks and their correct development. There have been described such notions as: achievement aims, materials’ evaluation, TTT and STT balance, guided discovery, lesson content units, Blooms’ taxonomy, lesson structure. The article contains practical examples of how these notions are realised in the lessons developed in Skyeng online school. Though all the examples are shown in the paradigm of an online lesson, the same algorithm presented in the article is highly recommended when developing offline lessons which are traditionally held in a classroom. Thus, there has been made an attempt to work out a single algorithm for modelling effective online and offline ESL/EFL lessons.

The challenges and opportunities of creating an effective lesson at tertiary level

Any teacher, beginner or experienced, wants to teach an effective and successful lesson. The notion of effective teaching is rather difficult: two teachers can teach the same lesson, but differently, and both lessons can be effective. This article deals with some principles which can make a lesson effective, such as lesson management, lesson structure, students’ motivation to study, and class size. This research into students’ attitude to class size covers four groups from academic year 2016-2017 (faculty of linguistics at the National Research University Higher School of Economics – NRU HSE), six groups from academic year 2017-2018 (faculty of linguistics), and four groups from academic year 2017-2018 (International College of Economics and Finance – ICEF). Students’ replies to the question of whether they like to study in large or small groups show that most students prefer to study in small groups; the standard number of students in a first-year class is 15, but in reality can exceed 20.

Issues in introducing collaborative learning in South East Asia: A critical discussion

In many South East Asian countries, group learning has been introduced as a method to reform classroom practices. Cooperative learning in particular, based on role division, rewards and competition, is highly popular. On the other hand, collaborative learning, the other type of group learning, based on mutual consultation and help-seeking without the structures of cooperative learning, is a challenge to introduce. The aim of this essay is to discuss the reasons why teachers in South East Asia face difficulty in adjusting to collaborative learning. Three issues are discussed, namely (1) students’ reluctance to ask what they do not know due to the lesson structure and negative psychological effects; (2) difficulty in creating sufficiently challenging tasks for students to have mutual consultation, due to the teachers’ insufficient experience in academic inquiry and expertise in their disciplines; and (3) connecting their learning from observation and reflection with their own teaching.

Hellison's Teaching Personal and Social Responsibility

Hellison's framework provides teachers with instructional strategies, program/lesson structure, individual goal-setting opportunities, and assessment strategies to tap into students' personal and social values and responsibilities. To support L.E.A.D. teacher candidates with teaching personal and social values and responsibilities in their practical teaching, L.E.A.D. teacher candidates are given training on T.P.S.R. This chapter explains how to implement this framework to teach personal and social responsibility, and includes future recommendations.