A good example is the object game “Find”. The
students are asked to find among visually
highlighted on the table or in the form of a
presentation (in combination with the scribbling
teaching method) objects (flowers, musical
instruments, books, writing materials, etc.) that
are associated with the characters of the work
studied in the lesson. This method helps students
to develop their creative imagination, thinking, to
penetrate into the essence, role, feeling of the
hero, as well as to tell why, in their opinion, these
particular objects are chosen.
It is important that in the lessons of Ukrainian
literature the use of a game form of teaching is
possible at different stages. For example, you can
effectively and at the same time interestingly
check the homework or repeat previously studied
material, to familiarize students with the topic,
goals, objectives of the lesson. When using this
method, it is easy for the teacher to lead students
to the main point in the topic, to introduce, teach
them to analyze, compare, summarize and
consolidate the material studied. Most
importantly, such lessons relax and unload
students, but at the same time teach them to
express themselves (Myronenko et al., 2018).
It should be noted, however, that the application
of gamification in the classroom, as, in fact, any
teaching method, has its advantages and
disadvantages. The advantages should include
self-education of students, the impetus to
independent work, cooperation in groups,
acquisition of useful practical skills,
encouragement, and interest in the subject,
creative thinking, and formation of imagination.
The disadvantages can include: psychological
aspects (students take defeat in the game
seriously), a lack of understanding of the need to
set time limits.
The effectiveness of gamification is especially
evident in the younger grades. For elementary
school students, the game form is perceived
better. Using this method, the teacher achieves
the goals of the lesson better and faster. After all,
the productive work of each student is aimed at
the result of the whole class.
Another innovative teaching technique is
coaching. This technique is borrowed from the
business world. The main purpose of its
application is to identify and realize the potential
of the student's personality, to build his faith and
self-confidence, which will ultimately bring
success (Pavlova, & Tertytsia, 2020). Coaching
is based on the interaction of educational
aspirants to develop their own strengths through
interest, confidence, and potential.
The traditional technique of using coaching in the
classroom is to ask a large number of questions
at various stages. Moreover, all the questions
should be thought through by the students
themselves. They set goals and objectives for
themselves and, with the teacher's help, achieve
them. In turn, using the method of coaching, the
teacher should make sure to create a comfortable
physical and psychological environment for
students, as well as an atmosphere of trust. This
will promote discovery, the formation of
independent search skills, and the improvement
of students' responses.
In practice, both group (team) and individual
coaching can be used. For example, the
Kaidasheva Family (Nechui-Levytskyi, 2020)
exercise, The View of the Other. Students are
given the roles of the characters in a work about
which they must express their opinions. The
exercise aims to teach students to listen,
understand and adequately perceive the point of
view of others, as well as to make decisions,
develop independence and confidence in their
own abilities.
When summarizing the results, you can offer to
create a work based on the pyramid. Line 1 of the
pyramid - 1 word (hero name); Line 2 - 2 words
(hero description); Line 3 - 3 words (scene
description); Line 4 - 4 words (problem
description); Line 5 - 5 words (first event); Line
6 - 6 words (sixth event); Line 7 - 7 words
(denouement). Such techniques with the help of
powerful stimulation of thinking allow to form in
applicants of education constructive skills, goal
setting, ways and methods of its achievement, a
search of the necessary information, satisfaction,
and assessment of own result.
Scribbling is storytelling with the help of
illustrations. An elementary example of
scribbling is the illustrated reproduction of
information with chalk on a blackboard
(facilitation). So, scrabbling is the addition of
illustrations to a story, revealing the key content
of what is being said (Vitomir, 2019).
The great advantage of this technique is an
effective motivator, attracting the attention and
concentration on the element of the lesson of the
entire target audience. Especially relevant is the
use of scribbling at the beginning of the study of
a new topic. Graphic material allows you to
interest students, to grasp the main and important
points of the topic. Good results are also obtained