case tachnology slide lecture

Sabit Aigerim

Case technology in

teaching English at the

senior stage of secondary

school.

The purpose of the lecture:

To investigate the effectiveness of case technology as a pedagogical approach in enhancing
English language learning and problem-solving skills among senior secondary school students.
The study aims to assess how the integration of case technology can improve students'
language proficiency, critical thinking abilities, and collaborative skills in real-world English
language scenarios, ultimately contributing to more effective and engaging English language
education.
1. Students will understand the concept of case technology.
2. Students will apply case technology to improve their English language skills.
3. Students will collaborate and present their findings effectively using case technology.

Lecture plan:

Introduction
1. What is case technology in the context of English language
education, and how does it differ from traditional teaching methods?
2. What are the potential benefits of incorporating case technology into
English language education for senior secondary school students?
3. How does the use of case technology enhance students' critical
thinking and problem-solving skills in English language learning?
4. What are the challenges and limitations of using case technology in
teaching English at the senior secondary level, and how can they be
addressed?

PROBLEM QUESTIONS:

1. What is facilitation and why is it needed?
2. How to use facilitation in learning?
3. How does facilitation help in the learning process and how to
apply its methods and techniques?
4. What competencies are important for the facilitator?
5. What types of facilitation can be used in lessons?

IntroductionIntroduction

In today's rapidly changing global landscape, the importance of effective English
language education cannot be overstated. As English continues to serve as a lingua
franca in international communication, the ability to comprehend, speak, and write
in English has become a crucial skill for students around the world.

The aim of this study is to investigate the effectiveness of case technology as a
pedagogical approach in enhancing English language learning and problem-solving
skills among senior secondary school students. By leveraging the power of case
technology, educators can create engaging, real-world learning experiences that
bridge the gap between classroom instruction and the practical application of
language skills.

This research will explore various aspects of case technology in English language
education, from its benefits and challenges to its impact on students' language
proficiency, critical thinking abilities, and collaborative skills. It will also address the
practical implementation of case technology within the existing curriculum and the
ways in which it empowers students to take ownership of their language learning
journey.

Successful mastery of a foreign language today is a
necessary prerequisite for getting an interesting job
in the country and abroad, strengthening friendship
with

representatives

of

various

countries,

for

continuing

education

in

international

higher

educational institutions and professional growth in
the chosen field of specialization.

And

active

teaching

methods

meet

these

requirements, since their essence is to interest
students, to make them an active participant in the
educational process.

1.What is case technology in the context of1.What is case technology in the context of
English language education, and how does itEnglish language education, and how does it
differ from traditional teaching methods?differ from traditional teaching methods?

At the present stage of

the development of

school education, one of

the most pressing

problems requiring new
solutions is the need for
qualitative improvement

of English language

skills.

Case technology places students
in authentic language contexts,
encouraging them to analyze and
solve language-related challenges.
It differs by emphasizing practical
language

application,

critical

thinking, and teamwork over rote
learning.

04

Case technology in the context of
English language education involves
the

use

of

real-life

language

scenarios,

problems,

and

case

studies to facilitate learning, critical
thinking, and collaborative problem-
solving. Unlike traditional teaching
methods

that

often

focus

on

theoretical language learning and
memorization,

implement a system-activity approach in training;

implement a differentiated approach in teaching: talented children have
the opportunity to prove themselves, weak students can take part in the
discussion;

to promote the activation of initiative and self-expression of students,
which contributes to their social and psychological health;

to form educational-cognitive, value-semantic, general cultural,
informational and communicative competencies in accordance with the
requirements of the state.

The use of case technology in English lessonsThe use of case technology in English lessons

allows you to solve a number of tasks, namely:allows you to solve a number of tasks, namely:

• structured cases (highly
structured case), which are a
short summary of the situation
with the presentation of
statistical data, the scale of the
problem, the consequences of
its continuation, etc., this type
of case contains one optimal
solution, in the search for which
it is required to apply some
algorithm, logical sequence or
formula;

Currently, there are

various classifications of

case methods, but the

most optimal of them, in
my opinion, is offered by

N. Fedyanin and V.

Davidenko. So, according

to the structure, these
authors distinguish:

small sketches (short vignettes),
represent a number of key concepts,
based on which students
independently need to analyze the
problem situation and make a
decision, this type of case requires
the maximum use of their own
knowledge and activation of search
activity, since in order to find a
solution it is necessary to
independently find and analyze a
number of information related to the
case;

• unstructured cases contain
a large amount of data
designed to evaluate such
mental processes of
students as: information
processing speed, synthesis,
analysis, classification,
abstraction, etc. These are
ready-made informational
messages of large size, up to
50 pages;

• ground breaking cases
involve the search for non-
standard, creative solutions
to the proposed situation.

IMPLEMENTATION

Phase 01

Phase 02

08

listening, these are classes aimed at the formation of auditory perception skills of the material being studied, the
development of writing skills and the development of new lexical units;
reading is a group of classes aimed at developing reading skills, understanding English text, and mastering new lexical
forms on the topic of the lesson;
grammar review, these are classes aimed at repeating the grammar of the studied material;
the group of exercises: the study of the problem or directly case-study.

When implementing case methods in educational programs, it is necessary to pay attention to the sequence of their
application, taking into account the previous educational stages and the skills acquired by students. In connection with
this provision, the most suitable plan for studying various topics in English lessons using case technologies can be
presented as follows:
� starting up, these are the first classes involving lexical training of students, the formation of speaking skills on the topic
being studied;

Advantages

The advantages of this technology are that the search for ways to solve the problem actualizes

a certain set of knowledge on the topic, encourages students to actively participate in the

educational process; stimulates independent work to obtain additional information, and also

develops critical thinking, textual information analysis skills; educates a communicative

culture.

When working on a case, it is not the end result that is important, but the process. During the

analysis and discussion of the case materials, students should show the ability to separate
secondary information from the main one, interpret it in accordance with the task, discuss

possible solutions to the problem, as well as interact with each other, assigning roles,

participating in the discussion, defending their point of view. The role of the teacher in this

case is the direction and coordination of these interactions in accordance with the set

educational goals.

Case technology enhances students' critical thinking and

problem-solving skills by presenting them with real-life

language challenges and scenarios. When students engage

with language cases, they are required to think critically,

analyze language issues, and devise practical solutions. This

process encourages them to apply their language knowledge

in authentic situations, fostering problem-solving abilities,

creativity, and adaptability.

3.How does the use of case technology enhance
students' critical thinking and problem-solving

skills in English language learning?

The case is a real life situation, the description of

which reflects some practical problem. Ideally, the

problem should not have an unambiguous solution.

The method is a specific kind of research technology,

i.e. it combines the operations of the research process

and analytical procedures. The case acts as a

technology of collective learning, which integrates

technologies of developmental learning, including

procedures for individual, group and collective

development, the formation of certain personal

qualities of trainees.

• the presence of a really existing group of
people, an organization on the basis of
which the situation has been developed;
• a certain chronology of events, time
frame,
• the presence of a real problem, conflict,
• the situation should be presented in an
"event" style, which reflects not only the
events, but also the characters, their
actions, deeds;
• the action unfolding in the case must
contain intrigue.

The case must meet the

following conditions:

4.What are the challenges and limitations of using case technology in teaching

English at the senior secondary level, and how can they be addressed?

Potential resistance to change in traditional education systems.

These challenges can be addressed through investment in

technology infrastructure, professional development for teachers,
collaboration among educators, and continuous improvement in
case design to ensure relevancy and engagement. Additionally,

supportive policies can facilitate the integration of case technology

into the curriculum.

Undoubtedly, the use of the case method has some advantages and risks. Firstly, the case
method makes it possible to optimally combine theory and practice, develop skills of working
with various sources of information. Students do not receive ready-made knowledge, but learn
to get it on their own, decisions made in a life situation are remembered faster than
memorizing rules. Secondly, the process of solving the problem presented in the case is a
creative process of cognition, which implies the collective nature of cognitive activity.

Consequently, students learn to follow the rules of communication: work in groups, listen to
interlocutors, argue their point of view, building logical schemes for solving a problem that has
an ambiguous solution. During the lesson, students will not be bored, but will think, analyze,
and develop discussion skills. And finally, even underachieving students will be able to
participate in the discussion of questions, since there are no unambiguous answers that need
to be learned. They will be able to offer answers themselves.

Summarizing the data obtained as a result of the study

of questions about the types, sources, main

characteristics of the case method and the development

of an educational and methodological case, the

following conclusions can be drawn:

1. The main sources of educational cases are the life of society, science and
education, whereas the source of educational and methodological cases is the
educational process, in our case, the process of teaching foreign languages.

2. The case-study technology forms are analytical, practical, creative,
communicative, social and introspection skills, which are an integral component
of methodological competence.

CONCLUSION

In conclusion, the integration of case technology into English language
education at the senior secondary school level holds great promise. It
empowers students to become active participants in their language

learning process, equips them with practical language skills, and nurtures

their problem-solving abilities. As the world becomes increasingly

interconnected, the ability to understand, speak, and write in English is
more crucial than ever. Case technology offers a dynamic and relevant
way to prepare students for the linguistic challenges of the 21st century.

10

QUESTIONS FROM THE VIDEO

10

How does the integration of case technology in English language education enhance students' engagement and
motivation in the learning process?
What specific language skills and competencies can be developed more effectively through the use of case technology, as
opposed to traditional teaching methods?
In what ways can case technology be adapted to accommodate students with varying English proficiency levels, ensuring
inclusivity in language education?
How can teachers effectively design and select relevant case studies that resonate with students and align with their
learning objectives?
What role does technology play in facilitating collaborative learning and peer-to-peer interaction in the context of case
technology-based English instruction?
How can case technology be used to bridge the gap between theoretical language learning and practical language
application?
What are the potential challenges and limitations of incorporating case technology into English language education, and
how can they be mitigated?
How does the use of case technology impact teachers' roles and instructional approaches in the English language
classroom?

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2.

3.

4.

5.

6.

7.

8.

Topic for the seminar

1. How do you understand the notion of a 'case' in applied linguistics.

2. Dwell on the problem of Case studies in applied linguistic research.

3. Highlight main features of a case study.

4. Point out the strengths and weaknesses of case studies.

REFERENCES

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methodical manual on the example of one method". - Tobolsk, 2009
3. Vlkova E.V. The use of modern information and innovative technologies in teaching students the theory
and practice of intercultural communication // Volkova “Science, education, society". 2014. No. 1(1). – pp. 64-
71. ISSN 2411-2224
4. Eremin A.S. "Providing educational work using the case method". In the collection "Innovations in
Education", No. 4 – 2010
5. Case method. A window into the world practice of teaching methodology (case study). [Electronic
resource] / Access: http://www.casemethod.ru
6. Case technologies in the educational process. Zh. "Public education" No. 2, 2009. Shimutina E.
7. Korneeva M. A. The case study method in teaching English for professionals: an algorithm for creating a
case / M. A. Korneeva // Young Scientist. — 2017. — No. 9. - pp. 337-340.
8. Moskaleva I.S., Golubeva S.K. The use of computer technologies for the professional training of foreign
language teachers // Foreign languages at school. - 2005. – No. 1. 4. Case study technology [Electronic
resource] – Access mode: http://pandia.org/text/79/071/72623.php
9. Yakubova D. R. Case study as one of the innovative methods of teaching the English language learning
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