Julia S. Chernyakova

The relevance of the topic being studied is justified by a teacher's need to find effective ways to improve the creative abilities of students in modern Russian schools. The aim of this study is to identify and evaluate the potential of the Six Hats, Bloom's Cube and eduScrum technologies as innovative approaches for developing creativity in high school English classes. The central research method was a formative experiment, which revealed the impact of the pedagogical technologies "Six Hats" by the British psychologist E. de Bono, "Bloom's Cube" by the American educator B. S. Bloom, and eduScrum by the Dutch teacher-practitioner W. Wijnands on the development of creativity among students in three classes of 11 grade at “Lyceum No. 23” in Beloozersky. Other research methods include observation of the subjects during the experiment, a comparative analysis of the level of creativity before and after the use of the Six Hats, Bloom's Cube, and eduScrum pedagogical technologies, and a reflective survey of students. This study is preliminary and aims to create a foundation for further, more detailed and extensive research on the application of the above-mentioned technologies. The analysis of the research results suggests that the Six Hats, Bloom's Cube, and eduScrum technologies played a positive role in enhancing the creativity of high school students in the English classes. In particular, the positive impact of the pedagogical technologies of E. de Bono, B. S. Bloom, and W. Wijnands on the development of originality and resistance to becoming reserved was revealed. The reflective format questionnaire showed that the students themselves also positively evaluate the contribution of the technologies under consideration to the development of their creativity. The theoretical significance of the research presented in this article lies in the generalization, structuring, and systematization of data on the Six Hats, Bloom's Cube, and eduScrum technologies in relation to the English language subject. The practical significance of this study lies in identifying the empirical aspects that directly affect the effectiveness of the technologies studied and deserve special attention from practicing teachers who are interested in developing creativity among high school students.

In modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the development of mediation competence directly within the framework of the English language lesson is of particular importance. The need to acquire this competence is due to the requirements of professional communication, as well as to the challenges of intercultural interaction, which requires future specialists to be able to mediate between speakers of different linguistic and cultural systems. Mediation competence is considered as an integrative phenomenon encompassing linguistic knowledge, socio-cultural skills, communication strategies, and the ability to mediate between participants in a dialogue. Its structure includes four components: cognitive, operational activity-oriented, motivational value-driven, and reflective. The purpose of this study is to provide a theoretical justification and methodological description of individual recommendations for the development of mediation competence of 11th-grade students in the process of teaching English. The scientific novelty of the work lies in proposing a way of integrating tasks for the development of mediation skills into work with an authentic text in the English language lesson. In the course of the research, modern pedagogical approaches were analyzed, the role of authentic texts as a tool for the development of mediative skills was considered, and tasks were proposed to ensure the consistent development of reading strategies and intercultural interpretation. These include tasks concerning the correct answer selection, determining the truthfulness of statements, matching words with definitions, and providing brief written responses. The theoretical significance of the work lies in expanding scholarly understanding of the content of mediation competence in school language education. The practical significance lies in the possibility of direct application of the proposed methodological recommendations by English language teachers in the educational process.

In modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the formation of mediative competence in the process of language education is of particular importance. The need to acquire this competence is due to the requirements of professional communication, as well as to the challenges of intercultural interaction, which requires future specialists to be able to act as mediators between representatives of different linguistic and cultural systems. In this article, mediation skills are considered as an integrative component of professional training of specialists in the field of intercultural communication, including the mediation of meaning between participants in communication through linguistic means. The aim of the study is to theoretically substantiate and practically verify the model of mediation skills formation in the course of teaching foreign languages based on a competence-based approach. The scientific novelty of the research consists in clarifying the structure of mediation skills, which included such elements as reception, production, interaction and mediation, as well as in developing an integrated model reflecting the goals, content, methods and means of teaching aimed at developing these types of skills. Modern pedagogical technologies were tested in the course of the research, personality-oriented methods were implemented, and the conditions for the effective formation of mediation skills were considered. The results obtained confirm the effectiveness of the proposed model: positive changes in the level of students' communicative and mediation skills formation are noted, optimal methodological conditions for its application in the educational process are identified. The theoretical significance of the work consists in expanding scientific ideas about the content of mediation skills as an important component of professional training of specialists to work in a multicultural environment. The practical significance lies in the possibility of using the proposed methodological recommendations, techniques and technologies in the language education system, which contributes to improving the level of training of specialists in the field of intercultural communication and their successful integration into the professional community.

The relevance of the topic under consideration is due to the need for a teacher to find effective ways to unleash the creative abilities of modern students. The aim of the study is to identify and evaluate the potential of eduScrum as an innovative way to develop creativity among high school students in English lessons. The central research method is a formative experiment, during which the influence of the pedagogical technology of the Dutch teacher-innovator Willy Wijnands (Ashram College, Alphen an den Rhein) on the development of creativity among students of class 10A of the "Lyceum No. 23" in Beloozersky was determined. Other methods used in the process of organizing and conducting research include: observing students at various stages of the experiment, comparative analysis of the level of creativity before and after the introduction of eduScrum pedagogical technology, and reflective survey of students. The study is preliminary in nature, forming a practical basis for further, more extensive study of the prospects for using eduScrum. Summarizing the results of the study, it can be confidently stated that eduScrum technology has played a positive role in increasing the level of creativity among high school students in the English language curriculum. In particular, the positive influence of W. Wijnands' pedagogical technology was revealed, mainly on the development of originality and resistance to closure. A reflective survey showed that the students also positively assess eduScrum's contribution to the development of their creativity. The theoretical significance of this study is expressed in the generalization and systematization of information about eduScrum technology in relation to the English language as a school subject. The practical significance of the research presented in this article lies in identification of empirical aspects that have a direct impact on the effectiveness of eduScrum and deserve close attention from the community of practical teachers working to develop creativity in high school students.

The relevance of the topic under consideration is conditioned by the necessity for the teacher to search for effective ways of teaching, satisfying the needs of modern school students: the opportunity of creativity and free choice, personal activity and satisfaction in the process of learning, instant achievement of results. The aim of the study is to evaluate the potential of using eduScrum to prepare ninth grade students for the Basic State Examination in English. The leading method of research is the formative experiment, during which the authors determine the influence of the pedagogical technology by W. Weinands on the preparation for the Basic State Examination in English of ninth-grade students of Lyceum № 23 in Beloozersky. The observation of the followed students at different stages of the experiment, comparative analysis of their errors, questionnaire survey of students on the achievement of personal results play a significant role as well. The study is preliminary in nature, laying the foundation for a subsequent, larger-scale study of the potentials of using eduScrum. Summarizing the results of the study, we can confidently state that the eduScrum technology played a positive role in preparing ninth-graders for the Basic State Exam in English. In particular, the positive impact of V. Weinands’ pedagogical technology on the achievement of subject and personal results of students was revealed. For example, eduScrum is the most effective way to prepare for the Speaking and Writing sections of the exam. In the area of personal results, the technology under study contributes to the development of such qualities as responsibility, self-confidence and communication skills. The theoretical significance of this study consists in generalizing and systematizing information about eduScrum technology as applied to the subject of English. The practical relevance of the research presented in this article is in identification of empirical aspects that have a direct impact on the effectiveness of eduScrum and require special attention from practicing teachers preparing ninth-grade students for the Basic State Examination in English.