Karshi state university

THE MINISTRY OF HIGER AND SECONDARY SPECIALIZED EDUCATION OF THE REPUBLIC OF

UZBEKISTAN
KARSHI STATE UNIVERSITY
______________________________FACULTY
DEPARTMENT_____________________________
COURSE____________ GROUP________________
SUBJECT_______________________________ Course work

THEME: The problems of teaching main features of text linguistics to university students

CHECKED BY: _____________________
STUDENT: _____________________

Content
Introduction................................................................................................3
Chapter I The significance of SDM lesson plan for teaching target language …..............................................................................................5
1.1 Setting lesson goals and the engage stage …….………………………………7
1.2 Interactive lesson plan for teaching ………………..……..…………………..13
ChapterII.Effective lesson planning starts with S.M.A.R.T goals.. ………….18
2.1 The purpose of the lesson is in the mind of the teacher....................................20
2.2 Principles of effective lesson planning ……………………………………….26
Conclusion…………………………………………………………...……….…..29
References……………………………………………………………………......31


INTRODUCTION
This course work is dedicated to the main role of smart modeling designing in teaching foreign languages. This paper describes a new student modeling paradigm called SMART. The premise is that a single, principled approach to student modeling, involving both theoretical and empirical methods, can render automated instruction more efficacious across a broad array of instructional domains. After defining key terms and discussing limitations to previous student modeling paradigms, I describe the SMART approach, as embedded within a statistics tutor called Stat Lady (Shute and Gluck, 1994). SMART works in conjunction with a tutor design where low-level knowledge and skills (i.e., curricular elements) are identified and separated into three main outcome types. Throughout the tutor, curricular elements with values below a pre-set mastery criterion are instructed, evaluated, and remediated, if necessary. The diagnostic part of the student model is driven by a series of regression equations based on the level of assistance the computer gives each person, per curriculum element.
SMART goals:
Specific: well defined, clear and unambiguous
Measurable: With clear benchmarks that measure your progress toward the goal
Achievable: achievable and not achievable
Realistic: Achievable, realistic and aligned with your life purpose
Timely: with a clearly defined timetable, including a start date and a target date.
A SMART goal should have criteria for measuring progress. If there are no benchmarks, you will not be able to determine your success and whether you are on track to achieve your goal. To measure your goal, ask yourself:A SMART goal should be realistic because the goal is realistically achievable given the available resources and time. A SMART goal can be realistic if you believe it is achievable.? SMART goals guide you toward success by making goals specific, measurable, attainable, realistic, and timely. The SMART method will help you move forward, give you a sense of direction and help you achieve your goals.SMART (pronounced SMART) provides instant visibility and transparency through a program-wide data-rich dashboard to drive accountability, ensure quality, and create a continuous improvement program. Based on a customized Tableau platform, SMART creates data-rich dashboards on Key Performance Areas (KPAs) and Key Performance Indicators (KPIs) from a variety of data sources. MART analysis algorithms are not only reactive, but also perform trend analysis to support proactive decisions.S MART provides real-time visibility and transparency through a data-rich dashboard using raw data seamlessly mined from multiple data sources.