Session Information
11 SES 05.5, General Poster Session NW 11
General Poster Session
Contribution
General description on research questions, objectives and theoretical framework: This study was conducted by physics and mathematics teachers of Nazarbayev Intellectual School (NIS), Kazakhstan. Having found a common problem related to students’ independent learning, we conducted this research to study the reasons why students have a low level of independent learning skills and how to develop those skills. The study was conducted among the 7th grade students. In this study we used integrated learning. Pointing out students’ low skills in conducting independent work, we wanted to study what difficulties and obstacles exist in 7th grade students' study of the subjects. Given the difference in students’ pace of learning, students’ interest and their motivation in the classroom, we learnt that during distance learning, it is necessary to support students to create their own independent learning trajectory. We observed that during distance learning, most of the students were unable to complete the task on time, 63% of students did not have time to complete the task on time. We also noticed that students have low analytical skills in completing tasks. Therefore, it was necessary to study natural sciences, including English, therefore we used Content and Language Integrated Learning (CLIL). "How do we teach students to study independently? Why do students have low analytical skills? How do we teach students to use analytical skills to do independent work in integrated classes? Thus, we tried to find answers to these questions. Thus, the purpose of this study was to:
- identify the types of support provided by the teacher for independent learning of students
- create a plan/organizer for organizing independent training
- create a model of a student who learns informally, independently, consciously using the results of such thinking in the learning process, thinking about learning how to learn
This study is about our research on how we used integrated learning tasks to develop students’ ability to analyse and synthesize by learning independently. In his research, the Swedish psychologist Piaget (2002) said that the development of the child's thinking is influenced by his own aspirations. Based on the fact that parents and teachers can only support the child's development, we decided that an effective way to improve the quality of education in distance learning for students is to create their own learning trajectory. Based on the work of Zulkasheva (2013) who developed a series of reflexive questions for teacher feedback we conducted an analysis of those reflexive questions to develop an independent learning trajectory. In the course of conducting this research, we studied the professional problem, research questions aimed at solving the problem, research tools for the implementation of the study, and the workflow of the study. The strategies and tools used in the lesson (analysis of documents, questionnaires and absentee monitoring of the lesson, checklists) were compared. The study indicates the form of the research work, analyses the results obtained within the framework of the study and draws conclusions. Ibragimova (2013) states that if teacher does not explain to the student the purpose of the lesson, the steps of learning, the lesson becomes an aimless process. It is like a student climbing the mountain holding an "empty map" in his hands and does not have any guiding signs. We believe that students should be given clear directions and should be guided. We think that it is necessary to introduce students to the ways of independent work. We wanted to find answers to the following questions:
- what does a student need to do to achieve their goal?
- when should I pass the task to the teacher?
- what format will be the result of the work?
Method
The study was conducted in three stages. For each stage, the research questions and the necessary data collection tools were determined. Stage 1. Diagnosis. Research tools – lesson checklists and interviews with teachers and students. As part of the study, observations were made using CLIL (integrated lessons in English and physics). Interviews were conducted with students and teachers. To find out what the characteristics of an independent student a survey was conducted. It had the following questions: 1. the teacher gives specific criteria in accordance with the task 2. the teacher motivates the student in the classroom 3. students have the opportunity to communicate with each other 4. My goal was supported According to the results of the survey, 79% of students need the help of a teacher. Stage 2. Planning and application. At the second stage of the study, sequential classes were planned as a result of joint planning. Effective methods and approaches have been selected, tested and put into practice. When building the trajectory of an independent student, subject teachers paid attention to the following main points in Lesson Planning:: - clarification of the purpose of training; - create a lesson goal with the student; - analyze the tasks that the student performs independently and distribute them according to the student's abilities and needs; - show what their level of success will be; - teach students to listen to the opinion of their partners, give students the opportunity to express their opinion; - monitoring the teacher's work on feedback; During the control of the lesson, a checklist was developed that monitors students ' independent learning, and feedback was provided through the checklist. The results of the feedback received were taken into account when planning the next lesson. Stage 3. Tools-analysis of academic performance and quality, questionnaires. After the study, the results were analyzed and conclusions were drawn. Then, in order to familiarize our colleagues with the results and conclusions of the study, a seminar was held at the school for teachers of the natural and mathematical direction.
Expected Outcomes
The authors also conducted a survey to determine students’ character traits who are ready to learn independently. According to the survey results, 79% of students need teacher’s help. To develop independent skills of students, taking into account that there are four types of students, we considered the characteristics of independent learners. These are dependent students, motivated, interested students, active students, and independent students. It was necessary for us to first identify the types of students in the class and consider different approaches. Taking into account the results of the survey, when determining the types of students, it was found that 87% of students are independent students, and only 7% are dependent students. During the distance learning, the authors decided to use the online service Eddpuzzle to show the capabilities of MS TEAMS to regulate student activity, video fragments that will be effective for developing students' cognitive skills, and the Padlet service, which allows each student to display their work on the blackboard, and the teacher to comment and evaluate each of them. The Padlet was convenient to work together on one wall and use it to collect material when using the board. Therefore, it is ideal for working remotely with a group. Teachers provide a Padlet link, where each group will have a project name for their collaboration. Students of each type formed one group. It was decided that independent students would have the opportunity to be personally monitored by the teacher. At the same time, teachers provided individual feedback, directing students to work independently when creating a task. It is shown that the control group monitors the effectiveness of feedback and conducts the analysis process until the next lesson.
References
1. Educational Program of AEO “Nazarbayev Intellectual Schools” – NIS- Program (2018). «Физика» пәні Жоғарғы мектеп (High School, subject “Physics”); 2. Lectorsky, V. & Sadovsky, V. (1964). Основные идеи «генетической эпистемологии» Жана Пиаже – «Вопросы психологии». (Basic ideas of “genetic epistemology” by ZhanPiaget – “Problems of psychology”); 2. Zulkasheva Sh.M (2013). Оқытудың нәтижелерін бағалаудың әдістемесі. (Methodology for evaluating learning outcomes). 3.Gorlova, L. & Legamina, S. (2019). Сборник комбинированных задач по физике. 10–11 классы. (Collecting combined tasks in physics. Grades 10-11). Vako (Вако). 4. Reznik, M. (2018). Спираль обучения. 4 принципа развития детей и взрослых. (Spiral training. 4 principles of development of children and older people). Mann, Ivanov and Ferber. 5. Azanova, A. (2020). Виртуальная онлайн-доска как платформа создания мини-проектов в условиях дистанционного обучения (Virtual online file as a platform for creating mini-projects under the conditions of distance learning). 205-207. https://moluch.ru/archive/303/68467 6. https://infourok.ru/ispolzovanie-virtualnoy-onlayndoski-padlet-kak-naibolee-effektivniy-metod-obucheniya-3708137.html 7. Ibragimova, R. (2019). Оқушылардың өздігінен білім алуын қолдау, ынталандыру бағыттары. (Support and promotion of students ' self-education directions). https://infourok.ru/doklad-oushilardi-zdiginen-bilim-aluin-oldau-intalandiru- baittari-1009811.html 8. Dudley, P. (2011). Lesson Study: leadership.
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