The ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages course paper theme pecularities of independent learning in different levels scientific adviser

CHAPTER II PECULARITIES OF INDEPENDENT LEARNING IN DIFFERENT LEVELS
2.2 Organizing Independent learning in different levels
Organizing independent learning is an essential aspect of education, and it is necessary to implement it at different levels of teaching. Independent learning refers to the method of learning where learners take responsibility for their learning by setting goals, managing their time, and seeking out resources and support that cater best to their learning style. Independent learning empowers the learners to develop critical thinking, initiative-taking, and problem-solving skills. Organizing independent learning enhances students' engagement and improves their performance, which is the key to success. In this article, I will discuss the implementation of organizing independent learning in different levels of teaching.
Primary level:
The primary level of teaching sets the foundation for students' future academic and cognitive development. At this level, children need guidance and support, but they should learn to take responsibility for their learning. Independent learning at the primary level can be organized effectively through encouragement, motivation, and giving opportunities for experiential learning. Teachers can encourage independent learning by showing students how to set goals, access resources, manage time, and learn from mistakes. Motivation is key to independent learning, and teachers should make learning fun, interactive, and challenging.
Teachers can organize independent learning in various ways, such as project-based learning, inquiry-based learning, and problem-solving tasks. Project-based learning requires students to work collaboratively, investigate, and create solutions to real-world problems. The inquiry-based learning approach is a technique that helps students develop critical thinking skills by asking questions and seeking answers through research. Problem-solving tasks involve challenging students to think critically and find innovative solutions to problems.

Middle level:

The middle level of teaching is a critical stage in students' academic development. At this level, learners develop a sense of responsibility and independence that is vital for their academic and social growth. Independent learning at the middle level requires a shift towards the student-centred approach. Teachers should encourage students to take ownership of their learning by providing them with opportunities to develop new skills and knowledge. Teachers should incorporate various learning styles, such as visual, auditory, or kinaesthetic, and provide students with the autonomy to choose the approach that suits them best. Teachers should also provide opportunities for self-reflection on students' learning, enabling them to understand their strengths, weaknesses, and areas for improvement.

Organizing independent learning at the middle level can be achieved through the use of technology. For instance, teachers can use Learning Management Systems (LMS) to create a virtual classroom where students can access material, communicate with one another, and engage in discussions. Teachers can also use social media platforms to keep students updated, share resources, and communicate with each other. Additionally, teachers can use gamification techniques to motivate students by turning learning into a fun and interactive experience.
High level:
The high level of teaching is a critical stage for students to prepare them for higher education and the workforce. At this level, students should take responsibility for their learning and recognize the value of independent learning. Organizing independent learning at the high level requires teachers to facilitate students' transition from dependence to independence through guidance, mentorship, and self-reflection. Teachers should provide opportunities for students to develop skills that are transferable to higher education and the workforce, such as critical thinking, communication, and problem-solving skills.
Organizing independent learning at the high level can be achieved through the implementation of project-based learning, inquiry-based learning, and mentorship programs. Project-based learning can help students develop skills such as problem-solving and collaboration, which are necessary for the workforce. Inquiry-based learning can help students develop an investigative spirit that is vital for higher education. Mentorship programs can help students identify their strengths and interests, receive guidance, and gain confidence in their chosen career paths.
Organizing independent learning is a crucial aspect of education because it empowers learners to take responsibility for their learning, become self-directed, and prepare for the workforce and higher education. Organizing independent learning can be achieved at different levels of teaching by implementing various techniques such as project-based learning, inquiry-based learning, and mentorship programs. Teachers should encourage and motivate students to take ownership of their learning, provide opportunities for reflections, and use technology and gamification techniques to enhance learners' engagement and motivation. As a result, organizing independent learning can empower students to become lifelong learners and contribute positively to society.
The survey distinguished various abilities that understudies expected to secure to connect effectively in free learning:
Thinking abilities: such as the capacity to create informal rules for problem solving; classify items based on specified criteria; structure speculations; and use logic to think. The audit writers recommended that these abilities were significant for making 'student availability'. The review cites a study on early childhood education that found that, with the right help, students can usually have an internal dialogue using "thinking language" by the age of seven.
Skills in metacognition: The review showed that students in Year 6 could describe how they learn and identify key learning activities like listening, remembering, applying what they've learned, and using formal strategies. The "look, cover, write, check" strategy was specifically referred to by one group of students. In order for students to take responsibility for their own learning, other studies emphasized the significance of allowing them to evaluate themselves, monitor their progress, and reflect on their previous activities.
Aptitude skills: Managing one's emotions is related to these skills. The review of studies found that motivation is the most important affective quality for independent learning. According to one study, "delay of gratification" is another important affective skill related to motivation. This alludes to the capacity to sit tight for accomplishment results.
The review emphasized that teachers play a crucial role in helping students become independent learners by making sure they are actively involved in learning. Several strategies that supported students' independent learning were identified by the research, including:
• Structuring: This is talking about the supportive framework that students receive from knowledgeable others—in this case, teachers—to help them learn. The objective is the gradual transfer of responsibility from the teacher to the student, rather than the teacher following a predetermined teaching path, the teacher responding flexibly to the responses of the students.
• giving students chances to monitor themselves: The review suggested that setting goals and receiving feedback from others and oneself are two steps that are necessary for self-monitoring. By assisting students in utilizing internal and external feedback to determine whether the strategies they were utilizing were successful in achieving learning goals, teachers encouraged students to self-monitor;
• offering models of conduct: free learning was elevated by empowering understudies to display the way of behaving of their educators, including, for instance, instructors showing understudies how arranging data made it more straightforward to recollect;
• using language that is focused on learning to communicate: this helped students understand their own learning styles, increase their awareness of the steps involved in learning, and share their thoughts with teachers;
• providing homework feedback: This was found to help students develop the reflective aspect of independent learning and boost their confidence in working on their own.
The review came to the conclusion that, in successful independent learning, a portion of the teacher's role shifted from that of an expert imparting knowledge to that of a "coach" assisting students in acquiring the learning strategies they require. It suggested that one important activity was when teachers helped kids make their own representations of learning objectives.
According to a number of studies, ICT contributed to independent learning because:
provided opportunities for simple self-directed learning assessment and measurement;
increased the speed of information access; and made available a means of communication between students and their teachers.
The review made reference to the General Teaching Council for England's recommendation that educators plan activities in the classroom to foster creativity and a variety of responses, such as giving students the opportunity to present their work in a variety of formats, such as video, written, and oral presentations.
The survey found that advancing free learning prospered with regards to an entire school approach, including suitable direction and backing for head instructors and key chiefs. The following are examples of aspects of schoolwide policy and practice that supported independent learning:
assistance for educators: A number of authors pointed out that a significant factor was school support for teachers who encourage independent learning;
Study assistance: Study support was found to be an important way schools can encourage independent learning in the review. Concentrate on help included a scope of learning exercises occurring outside school hours. Discoveries showed that there was major areas of strength for a between free learning and study support since it empowered understudies to pick their learning exercises and put forth their own learning objectives deliberately;
engaging understudies to utilize self-guideline: There is some evidence that whole-school policies that teach students to control their own learning behavior are effective at supporting independent learning, according to US studies. These methods provided students with learning strategies, demonstrated their use, provided students with an opportunity to use them, and then evaluated them; and student opinions: the audit recommended that that this offered understudies the chance to impact school systems and hence provided them with some responsibility for ways to deal with learning.
The review was based on literature from the UK and around the world. The majority of the studies included in the review were either case-control studies, cohort studies, or simple case studies. In these types of studies, groups of people who had received an intervention were matched with those who had not, and a retrospective analysis was used to see if there were any differences between the two groups.
The authors began to inquire about the implications for educators and school administrators after finishing this digest:
Teachers:
It was discovered that fostering independent learning necessitated moving away from whole-class directive instruction and toward a more coaching-like approach. The review emphasized the importance of students learning cognitive and metacognitive skills, which are features of thinking skills approaches. Perhaps you could begin by adapting a portion of one of the topics into a problem that students can solve for themselves. If you are unfamiliar with activities that teach thinking skills, are there colleagues with whom you could collaborate to create easy lessons that help students learn thinking skills like classifying, comparing, and hypothesizing
The survey creators propose that evaluation for learning has a critical part to play in creating mentalities to discovering that are useful for understudies when they screen their own work. This process was aided by students participating in self- and peer-review. Would you find it useful to provide students with opportunities to do this to encourage students to take responsibility for their own education?
Heads of schools:
In addition to assisting individual teachers, a school-wide approach to independent learning would begin to change students' attitudes toward it. The review emphasized the significance of receiving feedback from others (or from oneself) as a crucial component of students taking responsibility for their own learning. It can be helpful to devise a strategy that all classes can follow for some of their lessons. For instance, you might start with students working first in pairs and then individually. It would be beneficial to adopt feedback as a policy for all classes as an addition or alternative to grade marking in order to assist students in becoming familiar with it.
The review emphasized teachers' crucial role in making independent learning successful. Well-versed are your teachers in aspects of independent learning like thinking skills, self-evaluation, and planning there are educators in your school who are know about these abilities who could go about as mentors for different educators who are tracking down their direction or there are people at the university or local government who might be able to provide some training for staff members in this area
Based on the preceding, we believe that one of the main characteristics of independent work is the student's conscious performance of every task-related action toward a single goal. The motivation and professional perspective of the future student, the inclusion of independent work in the process of mastering academic disciplines, and the selection of forms of control over the results of independent work all play a role in the organization of students' independent work [9, 28]. Discussion and results Therefore, successful completion of students' independent work is crucial to their organization. Planning is necessary to organize students' independent work and guarantee continuity, order, and consistency in learning. The first step in organizing students' independent work is to make a thematic plan. This involves understanding the material, figuring out how difficult it is, how much time is needed to complete assignments, and choosing teaching aids and ways to organize students' independent work. As a result, the purpose of including independent work in the educational process is to significantly increase its role in achieving new educational objectives and to provide it with challenging content that inspires students' attitudes as a means of acquiring general and professional competencies. We believe that, on the one hand, it is necessary to update the methodological support of independent work in order to motivate students to do independent work because the number of hours spent doing so outside of the classroom has increased by 50%. Because today's student spends the majority of his or her time online, you can use Internet resources to complete independent assignments outside of the classroom and wherever the student is: auditorium, library, home, or on the street As a result, students' independent work has gained sufficient importance, and it is now an essential part of the educational process. Students learn to master the methods of learning, develop an interest in creative work, learn to self-regulate, and learn independently through independent work. In addition, students should be able to become "active producers" of activity methods and have their own opinions about various forms of training through the organization of independent work, which will aid in the acquisition of general and professional competencies. Simultaneously, the educator's circumstance changes and expects him to take on new jobs, like guide, instructor, and so on. in the process of learning they will use this as a new platform for communication. with understudies with regards to expanding the portion of free work and the change to individual areas of schooling. In addition, the teacher serves as a mentor by interacting with students to resolve issues and improve student activities. For this situation, the educator turns into a colleague, not a witness, toward the start of the example, that is to say, he coordinates the mental exercises of understudies as an accomplice in educational correspondence. Students are expected to solve not only fictitious situations but also real-world practical tasks as a result of new organizational strategies for independent work. They learn not only from the teacher but also from one another; utilize a variety of databases, acquire critical thinking skills, and assume accountability for the chosen solution; develop their individual professional perspectives. We arrived at the following conclusion after analyzing the listed documents: - The increased importance of independent work necessitates a rethinking of the educational process, with a primary focus on students' acquisition of general and professional competencies and their knowledge and skills in independent work; It is necessary to update methodological support for independent work; - Involving data and correspondence advances in the instructive process is essential.