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PRACTICAL STAGES OF USING CASE STUDY TECHNOLOGIES AND DIDACTIC
TOOLS IN HIGHER EDUCATION
Nizamova Umida Sandjarovna
doctor of philosophy in pedagogical science (PhD)
Andijan state technical institute
E-mail:
Mobile: +998889971107
Abstract:
This article discusses the advantages of CASE study teaching technologies in the
flipped classroom model. In turn, they consist of technical and software tools: smart manuals,
and textbooks, expressed in the form of software for creating and distributing interactive and
communicative electronic educational materials. The author focuses on using computers or
smartphones where providing videos, podcasts, banks, digital platforms, applications, and
websites that are productive in teaching English.
Keywords:
CASE study, flipped classroom, problem-solving, student-oriented, critical thinking,
teaching technology.
In recent years, the term CASE study has also been widely used in the social, economic, and
medical fields. In the educational system, however, CASE study has become increasingly
popular as teaching technology. CASE study teaching technology develops creative thinking as
well as enhances critical thinking skills in students by analyzing a problem situation. Students
seek answers to complex questions by relying on real-life events through case studies. Also,
during the course of the lesson, students are required to combine and synthesize information to
solve the problem. Because, in this, each student learns to reflect on them, while seeking
solutions to global problems within their field.
Communicative exercise "
Problem-solving”
. In this exercise, the teacher will tell the students
about a problematic situation or situation and ask them a question about the following content in
order to find a solution to that problem
. (My car needed repairs three times in the last three
weeks, and the last one was more serious than every time. However, I do not have enough funds
to buy a new car. How should I behave?
Students, on the other hand, will have to give their
advice in order to solve the problem that has been thrown in between. When working with
groups, the most optimal is chosen by comparing the answers, and with the help of a group, a
solution to the situation is found, and the winning group is determined. At the next stage, the
parameters of the key assignment must be determined by the teacher. These parameters are
reflected in drawing 1.2:
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Figure 1.2. Case study technology parameters
Consequently, the" Flipped classroom " approach, on the other hand, is considered popular with
the young people of technology. Accordingly, based on the Flipped classroom model, we would
like to recommend the introduction of CASE study teaching technology. Because, in teaching
students at the productive level, the Flipped classroom model offers the use of video assignments,
training based on case study Technology, and the type of student-oriented education used in
problem-solving." Flipped classroom" differs from the traditional type of education in two ways,
including meanings such as reverse, overturned class, or equipped class model:
1) active and student-oriented learning activities instead of standard classes; 2) provide students
with the opportunity to gain ideas and insights on the topic by listening to materials in video
form or short audio in advance so that they can gain independent knowledge beyond the lesson.
Usually, while the teacher explains a new topic at the beginning of the lesson, in addition, the
student is content with an assignment so that he can work from an independent home. However,
in such a situation, it is natural that difficulties arise between students. This is because students
have different levels of knowledge and acceptance, which include problems such as lack of
understanding, low attentiveness, and embarrassment to their peers who are above themselves.
The use of CASE study Technology in the" Flipped classroom " model gives positive results in
various levels of student active participation. In this case, students independently study materials
on a new topic before classes and then make discussions on the same topic and methods of
solving problems during classes. It is known that video and audio tasks give more results when
mastered in the form of independent homework. Students can also listen repeatedly or pause and
record so that they can understand the video or audio material given beforehand. Kahn
Academy of quality audio and video materials to enable students to pursue independent
education (http://www. khanacademy.org/), Kahoot when creating a video, audio, picture, or
slides for various presentations, and a question-and-answer quiz! We recommend putting it into
practice by using tools such as the Camastasia program when creating a mobile application, a
Google service when listening to audio podcasts, or a personal video.
You can see the application of CASE study Technology in the "Flipped classroom" model using
Sіngle case
Multіple case
Іndіvіdual work
Paіr work
Group work
Oral response
Wrіtten response
Presentatіon
Іn class
Out of class
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the drawing below. 1.3-see drawing:
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In the drawing above, we want to show that educational platforms, which are aimed at the
independent performance of students before and during the course of classes are convenient for
them to carry out their collaborative activities more efficiently, are used in such areas as Kahn
Academy, Plickers, and Mentimeter. When creating these didactic materials, we would like to
introduce case study technology based on the Flipped classroom model using the above
educational platforms using the example of one of the topics relevant today, "Extreme
environmental issues" i.e. According to this, students begin by familiarizing themselves with
thematic vocabulary and vocabulary given to the Kahn Academy platform so that they can
thoroughly master the topic of "Extreme environmental issues" before class. They are then given
to read small texts on the subject given in the close reading informational text section.
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