Volume 02 Issue 11-2022
76
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
76-81
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Because coming to class is never sufficient, however, college teachers should give careful attention to what they ask
students to do on their own. This is the subject of this article. Three kinds of outside activities instructors commonly
require of students
–
reading, writing, and observing
–
are discussed in the material that follows, and specific
suggestions are offered on ways to integrate these activities with classroom lectures and discussions to produce
superior learning and motivation.
KEYWORDS
Written Assignments, Reading Assignments, Objectives, Many courses, Contemporary photocopy technology;
INTRODUCTION
Attending class is akin to regular religious observance:
The ritual or sermon is less important for what it
teaches directly than for its motivational impact on
what believers do between services. Coming to class is
essential to mastering the content of a college course,
yet most learning actually occurs outside the
classroom. Recall and recognition of specific
information most often result from solitary reading
and concentrated study. Independent thinking about
course content is also fostered by written assignments
that students complete on their own. For some
subjects, firsthand observation of the phenomena,
research methods, or artistic performances under
study provides an essential framework in which to
organize learned facts. Most courses can benefit from
occasional field trips or observations that students
make on their own. Do not let this book's emphasis on
college teaching as artistic performance in an
Research Article
PRINCIPLES OF INTEGRATING LEARNING
Submission Date:
November 01, 2022,
Accepted Date:
November 10, 2022,
Published Date:
November 22, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-13
Abdullaeva Shakhlo Sayfievna
The Teacher Of Foreign Languages Department Karshi Engineering-Economics Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
77
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
76-81
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
interpersonal arena obscure the fact that the abilities
to read and write critically have long been the
fundamental skills of an educated person, and these
are developed largely through individual efforts
outside the classroom.
Students do learn some content details during class,
but such learning is superficial and temporary' if their
only exposure to information is lecture. To get the
most out of class presentations and to master the
content most easily, students should read something
about the topic both before and after class. Even if
assignments are read after the lecture or when an
exam draws near, reading gives students a second
exposure to the ideas presented in class. Having
written materials available is essential for learning of
depth and permanence.
If so much learning occurs outside class, why do we
hold classes at all? Coming to class introduces students
to a mature lecturer's perspective and models the
thinking skills they need in order to evaluate what they
read. Skilled instructors can demonstrate ways to pose
a literary or intellectual argument or design a scientific
study and to view the results from the distance of time
and competing explanations. Nothing aids students'
understanding and evaluation of what they read so
much as a professor who reveals the way he or she
thinks about a content area. Whether lectures or
discussions are used to increase students' intellectual
appreciation of a topic, the end result makes coming to
class a valuable aid to what students learn on their
own.
Still, most of the benefits students gain from attending
class is motivational. College classes at their best have
an aura of magic
—
they are exciting and pleasurable
experiences that engage students' attention and
stimulate their imaginations richly. Such classes create
a positive emotional response to the subject that
makes it much more likely that students will eagerly
perform what is asked of them outside of class. If
nothing else, coming to class regularly reminds
students they are taking a course and have duties to
perform, assignments to complete. [1]
Reading Assignments - Like the topics chosen for a
course, readings should be selected both for their
importance and for their interest. Considerable
deliberation is required to assemble reading
assignments that meet these dual criteria. Readings
should be clearly written and at an appropriate
conceptual level for the students being taught. One
initial decision is whether to use prepared textbooks or
a collection of individual readings chosen by the
instructor.
Most reading for college courses is done in prepared
texts. Yet some instructors are reluctant to use
textbooks, believing that they will appear shallow or
unintellectual unless they assign original sources or put
together their own set of readings.
Contemporary photocopy technology has made it
easier than ever for teachers to design their own texts,
though tightened copyright guidelines have restricted
this option. The choice of a prepared text or original
sources should be determined by one's objectives
more than anything else. In lower or introductory level
courses a college teacher must ensure that students
master a div of information. The reading skills of
freshmen, especially, are usually not sufficiently
developed for them to work independently for most of
the
semester.
For
these courses
a single
comprehensive text is probably best.
If an instructor wants students to increase thinking
skills and gain mature opinions, he or she should have
them read original materials. The abilities to weight
evidence and to contrast various points of view are
Volume 02 Issue 11-2022
78
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
76-81
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
most easily taught by having students read isolated
materials and discuss them in class or in writing. For
this reason, original materials rather than textbooks
are usually used in advanced courses or small seminars.
[2]
Many courses fall in between the introductory and
advanced levels. Fortunately, factual and evaluative
objectives are not mutually exclusive. Both goals can
be pursued if the characteristics of the students and
the nature of the content are taken into account. For
many courses the best choice is a single text to present
the meat of the content, supplemented by readings to
give students a taste of the original sources, to
enhance their interest, and to serve as the basis for
critical thinking.
Which readings should students own individually and
which should they share? Reserve readings save
students money, but waiting for available copies at the
library costs them valuable time. Sharing readings also
decreases the probability that students will read and
study them sufficiently. Many students dislike going to
the library and devote little time to reserve reading.
Experienced instructors usually ask students to
purchase major works (texts, literature), but they place
on reserve short supplemental papers (critical essays,
research reports, newspaper or magazine articles).
Other considerations are important in deciding which
readings students should buy. For example, cost is
always of concern to students. A teacher should always
find out what different books cost and choose the
cheaper work of comparable quality. A hardcover book
should rarely be assigned if a paperback version is
available. If an instructor believes a book should
become part of students' permanent libraries, he or
she should order both covers so students can choose.
Having a personal copy of a book increases the
probability that a student will reread and underline it,
so most teachers encourage purchases. However, if
the book chosen is much more expensive than other
texts, many students will not buy their own copies.
Readings should be integrated with class activities. A
teacher should tell students why particular texts and
reserve readings were chosen and what he or she
expects the students to do with them. Students are
more likely to read assignments day by day (rather than
must before exams) if the readings are pegged to
particular lectures. A written outline handed out on the
first day that pairs class meetings with specific reading
assignments will help students pace their reading. As
much as possible, instructors should avoid skipping
around in texts, because some students will inevitably
read straight through and thus cover the wrong
chapters for class or exams. [3]
Written Assignments - Term papers are common in
college courses, but many students
–
and instructors
–
do not enjoy them. Independent thinking and clear
writing are very difficult for many students, so they
avoid subjects or courses that require substantial
written work. Even students who write successfully
may be reminded of past difficulties with choosing a
focused topic, finding materials in the library, or simply
getting themselves to begin writing. Written
assignments put stress on all students because they
involve independent thinking self-revelation on paper,
and, inevitably, evaluation many college teachers also
are ambivalent about written work. Some avoid
assigning papers at all; most dread grading them. For
some, disappointment over the worst papers more
than offsets the pleasure of reading the best ones. Late
or sloppy papers are nuisances, and possibly
plagiarized papers can kill enthusiasm for ever
assigning certain topics again.
In spite of these drawbacks, written assignments are
unmatched
for
getting
students
to
think
Volume 02 Issue 11-2022
79
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
76-81
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
independently and critically. Students will improve
their writing only by continuing to write long after
composition courses are over. Fortunately, it is
possible to overcome many of the negative aspects of
written assignments. First, a word is needed about the
objective’s papers can meet.
Objectives for Writer Assignments. One objective for
written work is to help students hone their writing
skills. Writing is an essential skill of educated persons,
and its development is the responsibility of all college
faculties.
A similar technique involves asking students to keep a
journal of their experiences in class, while reading, or
while observing a subject on their own. Critical
autobiographical notations are particularly useful
when teachers ask students for their personal
reactions or attitudes. For example, students in a
criticism course may be asked to evaluate their
reactions to plays or films seen on their own rather
than to simply list those reactions. Again, what
students write is less important than the fact that the
journal motivates observation and evaluation of their
own experience. [4]
Teachers commonly assign written papers to teach
students to use the Library. Written assignments may
require students to search card catalogues and
research indexes, locate books and scholarly articles,
and scan various works for passages relevant to their
topic. The quality of the students' conclusions may be
less important to the instructor than the intimate
familiarity with library resources gained in the process.
Some instructors ask students to apply course
concepts to specific problems or issues through
written assignments. For example, students may be
given literature to read and evaluate using the
methods demonstrated in the course. In the sciences,
students may be asked to solve specific theoretical or
applied problems. For any subject, students may be
asked to contrast and compare different research
methods or theories and draw independent
conclusions. Bloom's objectives of analysis and
synthesis are both met by these "thought papers." In
such application assignments, the complexity,
sophistication, or creativity of. students' thinking is of
most concern.
As instructors' objectives for students' written work
become more abstract and complex, grading criteria
and procedures change. Logs or journals are most
appropriately graded pass-fail; students either did
what was asked or not. Though an instructor may be
tempted to grade research papers on their length and
on the amount of library research a student appears to
have done, it is better to assign grades on the quality
of the student's organization and integration of ideas.
Grades on thought papers are typically based on the
quality of original thinking
–
a very difficult
determination. Evaluative papers are even harder to
grade, and it is critical that a teacher evaluate students'
thinking processes rather than the degree to which
they share the instructor's opinions.
College teachers may assign written work for many
reasons. In assigning a paper, the first step is to state
one's objectives for doing so. Many students do not
recognize that there is more than one type of written
assignment, so it is wise for the teacher to spell out
what type of writing he or she has in mind. Clear
objectives and instructions help students understand
an assignment and complete it properly.
Teachers can also help students with their writing by
making examples of particularly good papers available
for their inspection. Many students have never read an
excellent paper and can benefit greatly from
examining the writing style and conceptual level of
Volume 02 Issue 11-2022
80
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
76-81
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
their classmates' work. Students who write fine papers
are invariably flattered that theirs were chosen as
models and willingly allow them to be copied for
students in later courses to see. [5]
Much of the aversion that many students feel toward
written assignments stems from a lack of knowledge
about what goes into producing a good paper. The
suggestions offered here will not make all students
relish writing papers, but they can make students more
likely to learn something about writing (and rewriting)
as well as reach the other objectives that the instructor
has for assigning written work.
Group observations or field trips are more structured
than individual observations and are therefore less
voluntary. It requires less initiative to take part in an
activity the teacher has organized than to seek a
personal experience. Scheduled field trips give
students valuable firsthand contact with interesting
events, people, or situations. An instructor should try
to schedule field trips in the last half of a term when
the class has developed some cohesion. [6]
If at all possible, the teacher should accompany the
class. He or she can answer questions and lead
discussion about what the students see and relate the
experience to course content. The trip to and from the
site also gives students and instructor many
opportunities to interact informally, for students to ask
those personal questions they may have wondered
about all term. Coming after the' first exams and initial
period of unrealistic expectations, this social
interaction
aids
students'
progress
toward
independent relationships with an authority figure.
Informal contact with the instructor also motivates
students to work harder on remaining papers or
exams. Group observations improve interpersonal
interaction and raise morale in addition to giving
students firsthand experience with examples of course
content.
If these activities are so positive, why not require them
of everyone or give credit to participants? Much of the
value of optional activities comes from the voluntary
nature of students' participation. Requiring a field trip
denies students their independence and the chance to
see themselves as seeking learning on their own. Also,
field trips are too likely to conflict with some students'
time commitments to justify requiring them.
Encouraging students to learn on their own and giving
them attention when they do is fine, but using the
carrot and stick contingencies of grades is
unwarrantable for optional experiences of the kind
discussed here.
The teacher as decision maker is an area for
exploration which includes a vast, and yet poorly
understood, dimension of language teaching. Many
scholars suggest that teaching is decision making. This
means that teachers must make sound decisions in
their interactions with students. The number of
decisions teachers have to make daily is astonishing.
An American educator Murray estimates the number at
1,500. Skilled teachers not only make numerous
decisions but also make them well. The effective
teacher structures the classroom so that it runs
smoothly and efficiently.
This enables more teacher time to be devoted to the
most important decisions
–
decisions that will improve
student learning. For example, “How much lecturing
should I do?” “How many questions should be asked?”
“How much reinforcement should be used?” “What
is
the best method to assess students’ skills?” “How can
Tanya be motivated?” “Can Peter do better in class?”
and “Are students interested in the lesson?” represent
only a few questions a teacher may ask himself on a
normal day. Also, note that these decisions are made
Volume 02 Issue 11-2022
81
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
76-81
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
before, during, and after instruction time. What
theoretical knowledge does a teacher need to be an
effective decision maker? [7]
REFERENCES
1.
Kenneth E. Eble. The Craft of Teaching: A Guide to
Mastering the Professor's Art. 1988, 272
2.
Kenneth E. Eble. The Craft of Teaching: A Guide to
Mastering the Professor's Art. 1988, 272
3.
LYNN, R (1963), 'Reading Readiness and the
Perceptual Abilities of Young Children', in.
Educational Research, Vol. VI, No. 1, 10-15.
4.
HIRST, P. (1967), 'The Logical and Psychological
Aspects of Teaching a Subject', in the Concept of
Education, ed. Peters, R.S., London: Routledge and
Kegan Paul.
5.
OAKESHOTT, M. (1967), ' Learning and Teaching',
in The Concept of Education, .ed. Peters, R.S.,
London: Routledge and Kegan Paul.
6.
WERTHEIMER, M. (1945), Productive Thinking,
New York: Harper and Row.
7.
ISHONKULOV SH. U. Reflective approach in English
language teaching, Colloquium-
journal №31 (154),
2022 p. 23
