From November 5 to December 10, 2024, the Center for Advanced Training and Professional Retraining organized a seminar on teaching methodology for instructors of non-pedagogical higher and research schools as part of the professional development course for university staff, titled “ACTIVE FORMS AND METHODS OF TEACHING IN TRAINING FUTURE SPECIALISTS.”

The seminar aimed to equip participants with practical skills and competencies for effective teaching in student classrooms, implementing innovative educational content, and utilizing effective approaches and a system of criteria-based assessment in organizing the educational process.

During the training, a collaborative environment was created, which contributed to enhancing the communication skills of instructors from various non-pedagogical fields and understanding the importance of using active teaching methods to motivate students to learn. The focus of the seminar was on aligning lesson goals with course learning objectives and expected outcomes. To assess lesson objectives, instructors learned to clearly define assessment criteria and descriptors. Through the “backward design” method, they effectively formulated expected learning outcomes. When planning lessons, participants relied on the motivational theories of L. Vygotsky, A. Maslow, M. Csikszentmihalyi, among others. Bloom's taxonomy served as a constant reference for developing assessment criteria.

Indicators of the quality and effectiveness of instructors’ learning during the seminar were well-designed lesson plans and microteaching, which is a form of professional development that demonstrates improvements in teaching competencies.

The training program includes post-course support from the trainer, who provides recommendations for lesson planning and conducting classes in the following semester.