MODELING A GEOGRAPHY LESSON IN DISTANCE LEARNING CONDITIONS

Abstract

The last five years have posed serious challenges for education in Ukraine due to the pandemic and the war, both of which have limited schools’ ability to provide students with equal access to quality learning. For many students, distance learning became the primary form of education. Even after returning to in-person classes, elements of distance learning continue to play an important role in modern education.This article examines the key principles of implementing distance learning technologies in Ukrainian secondary schools. Special attention is given to the relevance of modeling geography lessons in both asynchronous and synchronous formats.While modern technologies create new opportunities for online education, teaching geography remotely requires a unique approach. Geography as a subject depends heavily on visual data representation and interactive engagement, making online instruction particularly challenging.The goal of this research is to analyze current methods for designing distance geography lessons and to propose structured lesson models for 6th-grade students in both synchronous and asynchronous formats.The article presents a theoretical model for structuring distance lessons, which consists of several key components: instructional, monitoring-diagnostic, motivational, informational, communicative-consultative, summarizing, control, and final. These elements help organize the learning process, making it more interactive and effective. As an example, the study introduces a lesson structure on «Why do lithospheric plates move» designed for 6th graders. The asynchronous lesson is built using Liveworksheets, while the synchronous lesson incorporates Wordwall, MozaWeb, and Zoom.It is concluded that a well-organized approach to distance learning, supported by educational technologies, can ensure effective instruction and help students develop essential skills in today’s evolving educational landscape. Encouraging student engagement through collaborative tasks, independent problem-solving, and open discussion fosters a more dynamic learning environment and strengthens the teacher-student partnership, ultimately leading to better educational outcomes.