Conduct of modern science– 2016 • Díl 1

MATERIALS OF THE XVI INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE ★ March 30 - April 7, 2020
While learning foreign languages via CLT, students can enlarge their 
vocabulary, develop four language skills such as listening, reading, writing and 
speaking, that are essential for increasing their language abilities. Students are taught 
sentences and vocabulary appropriate to situations they find themselves in. On the 
other hand, students who are taught through traditional method cannot overcome 
difficulties in various social situations, knowing grammar well is not always enough. 
For this purpose, CLT is a topic that is essential to be integrated in teaching foreign 
languages in Uzbekistan.
References:
1. Beresova, J.(2017). The impact of the CEFR on the teaching and testing English 
in the local context. Theory and Practice in language studies, 7(11), 959-964.
2. TEFL/TESL: Teaching English as a foreign or second language. Peace Corps, 
Information collection &exchange, Manual M0041. Brenda Bowman, Grace 
Burkart, and Barbara Robson, May 1989
3. Reconceptualizing language teaching: An in-service teacher education course in 
Uzbekistan. Baktria Press, 2019.
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Science without borders - 2020 ★ Volume 14
POSITIVE ASPECTS OF ENCOURAGING DEEP APPROACH TO
LEARNING IN STUDENT-CENTERED CLASSROOM: IN THE CASE OF
MATH CLASSES.
Indira Khadjieva
Associate Lecturer, Department for pre-University Studies
Westminster International University in Tashkent
Abstract
In teaching, it is crucial to touch range of elements of inclusivity, student- 
centeredness and deep approach to learning to foster the involvement of all students in 
meaningful and conceptualized learning atmosphere through encouraging student 
responsibility and transparency for achieving intended learning outcomes. Thus, on 
this purpose, I will highlight one of the Math classes, which is aimed at enhancing 
student’s quantitative and problem-solving skills and abilities to solve Logarithmic 
Equations. It is going to analyze class through 3 main angles: student-centeredness, 
inclusiveness and deep approach to learning.
Key words:
Student-centeredness, inclusivity, deep approach to learning, Logarithms, 
interactive activities
When new topic is closely interrelated to the previous theory, it is crucial to 
activate previous knowledge of students through revision of preceding class. Hence, 
the first activity should be dedicated to discuss previous topic. Asking high order 
thinking questions and organizing discussion of previous topic enabled teachers to 
encourage students to activate their knowledge through interpretation, evaluation and 
justifications of critical issues. In case students have misconceptions or question, tutor 
has to initiate other students to solve the given issue, instead of estimating solution 
himself/herself. By this way, peers’ explanation and interpretation increased students’ 
interest in enhancing a deeper comprehension of the theory. Furthermore, discussion 
of previous topic prepared them to acquire new theory (Fisher & Frey, 2009). 
Importantly, McNeil (2007) argued that activating previous knowledge definitely 
increases students’ confidence and decreases stress as Mathematics is a cumulative
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