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BASIC REQUIREMENTS FOR THE USE OF NON-TRADITIONAL METHODS
Hakimov Sayibjon
Associate Professor, Andijan Institute of Mechanical Engineering
Abstract:
In this article, at the current stage of development of the educational system,
enrichment of practice with various personality-oriented technologies is considered as an
important task, and one of them shows the basic requirements for teaching technology using non-
traditional methods.
Keywords
: non-traditional, traditional reproductive technologies, brainstorming. card, idea,
idea, debate, 4-step method, director, distance learning.
In traditional education, students acquire knowledge by listening to the teacher’s lectures and
practical lessons, where the information is prepared and structured in advance by the instructor.
Based on the teacher’s clear instructions, students solve problems and assimilate knowledge. In
such a reproductive learning process, students are engaged in activities such as memorizing proofs
dictated by the teacher, solving similar examples, and repeating what they hear, ultimately
remaining passive observers and listeners in the educational process.
However, in light of contemporary educational demands, such traditional methods have become
ineffective for teaching and nurturing students. Consequently, there is now widespread
implementation of various methods aimed at transforming both students and teachers into active
participants in the educational process. These methods include Q&A sessions, debates and
discussions, problem-based learning, modular approaches, simulation games, and open dialogue
formats.
At the current stage of educational development, it is essential to enrich practical instruction with
person-centered technologies, among which the problem-based teaching method holds significant
potential.
The “Brainstorming” method is one such approach, in which learners freely express their ideas
and thoughts regarding a particular problem, which are then collectively used to arrive at a
solution. The brainstorming method has both oral and written formats. In the oral format, each
learner verbally presents their ideas in response to the instructor’s question, clearly and concisely.
In the written format, learners write their responses on paper cards in a brief and visible manner.
These responses are then attached to a board (using magnets) or a pinboard (using pins). In the
written format, it is also possible to group the responses according to certain criteria. When
properly and effectively implemented, this method fosters free, creative, and non-standard
thinking.
The brainstorming method allows for the involvement of all learners and helps them develop
communication and discussion skills. It also enhances their ability to express ideas not only orally
but also in writing, and nurtures logical and structured thinking. Since the expressed ideas are not
evaluated, it encourages the formation of diverse perspectives and contributes to the development
of creative thinking in learners.
The use of the brainstorming method is determined by the educational goals set by the instructor:
1. When the aim is to identify learners’ prior knowledge, the method is used at the introductory
part of the lesson.
2. When the goal is to review or connect the topic with the next subject, it is applied during the
transition to a new topic.
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3. When the goal is to reinforce the covered material, it is implemented in the consolidation phase
after the main part of the lesson.
The main rules for applying the brainstorming method are as follows:
1. Expressed ideas and thoughts are not to be debated or evaluated.
2. All ideas, even if seemingly incorrect, are taken into account.
3. Every learner must participate.
Below is the structure of the brainstorming method.
Stages of the “Brainstorming” Method:
1. Learners are presented with a question and asked to express their responses (ideas, thoughts,
and opinions) regarding the given issue.
2. Learners share their opinions and ideas in response to the question.
3. The expressed ideas are collected (via audio recordings, video recordings, colored papers, or
on the board).
4. The ideas are grouped according to specific criteria.
A problem-based question is presented
Ideas and opinions are heard and complied
Ideas and opinions are grouped
The accurate and appropriate answer is
determined
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5. A clear and correct answer to the question is then selected.
Advantages of the Brainstorming Method:
• The absence of evaluation encourages the generation of diverse thoughts and ideas among
learners.
• All learners are involved in the activity.
• Ideas are visualized throughout the process.
• It allows for assessment of learners’ prior knowledge.
• It stimulates learners’ interest in the topic.
Disadvantages of the Brainstorming Method:
• The teacher may struggle to formulate the question appropriately.
• The method requires the instructor to have a high level of active listening skills.
The “Debate and Discussion” Method is an instructional approach in which learners engage
in mutual debate and exchange of opinions on a specific topic. This method is used when certain
subjects or issues are to be discussed based on existing knowledge and experience. The
responsibility of moderating the debate may be assigned to a learner or handled by the instructor.
It is important to conduct the discussion freely and involve every learner in the process.
During the implementation of this method, any conflicts that arise among the learners should be
resolved immediately.
Rules for Conducting the “Debate and Discussion” Method:
• Ensure that all learners are given the opportunity to participate.
• Follow the “raise your hand” rule (learners should speak only after being given permission).
• Practice active listening and respect for others’ opinions.
• Avoid repeating previously expressed ideas.
• Maintain mutual respect throughout the discussion.
The structure for conducting the
‘Debate and Discussion’
method is presented below:
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Stages of the
“Debate and Discussion”
Method:
1. The instructor selects the topic for discussion and develops relevant questions.
2. The instructor poses a problem-based question to the learners and invites them to participate in
the discussion.
3. The instructor records the responses—various ideas and opinions—related to the question, or
assigns one of the learners as a secretary to perform this task. At this stage, the instructor creates
an open and free environment for learners to express their thoughts.
4. Together with the learners, the instructor categorizes, generalizes, and analyzes the expressed
ideas and opinions.
5. As a result of the analysis, the most appropriate solution to the problem is selected.
Application of Modern Pedagogical Technologies in the Teaching Process:
The use of active, innovative, and non-traditional teaching methods, such as the “4-Step
Method,” in mathematics and other subjects, along with the integration of modern information
technologies and multimedia lesson designs, helps activate students’ cognitive activity. It also
increases the efficiency of lessons, enhances teachers’ professional skills, and creates a foundation
for the implementation of distance learning and improvement of computer literacy. Organizing
lessons based on the requirements of new pedagogical technologies, using non-traditional
methods, facilitates students’ learning and increases their engagement during lessons. In a modern
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classroom, the teacher is expected to take on the roles of leader, director, and facilitator, while the
student becomes the primary actor. Under the teacher’s guidance, students actively participate in
lessons, think collectively with their peers, engage in debates and discussions, learn to collaborate,
gain knowledge from others, work independently, and develop creative thinking.
List of References:
1. Axmedov A.B., Shodmonov G., Esonov E.E., Abdukarimov A.A., Shamsiyev D.N. Individual
Assignments in Higher Mathematics. – Tashkent: Uzbekistan Encyclopedia, 2014.
2. Juraev T.J., Khudoyberganov R.Kh., Vorisov A.K., Mansurov Kh. Fundamentals of Higher
Mathematics, Parts 1 and 2. – Tashkent: Uzbekistan, 1995, 1999. – 290 p.
3. S. Hakimov, B. Boltaboyev. The Importance of Didactic Principles in Teaching Mathematics
to Students and Learners. Andijan State University. Republican Scientific-Practical Conference
on Theoretical and Applied Problems of Modern Mathematics. 2022.
4. S. Hakimov. Improving Practical Problem-Solving Skills in Learners. Namangan Institute of
Civil Engineering. 2022.
