Recently, a lot has been said about active and interactive methods, but teachers do not always understand what is behind these terms. Today there is practically no scientific literature on this topic, and individual approaches to teaching methods are scattered bit by bit in separate articles without systematization or generalization. In this case, active methodology means not only conducting role-playing games, organizing debates, discussions, working in groups, etc., but also an interesting lecture, a problem-based seminar, working with concepts and much more, which is now often classified as traditional pedagogy. Meanwhile, the activity of the methodology lies not in external forms, but in internal processes, in the degree of interest of students, in their involvement in the educational process. Learning is not the work of a spectator, a passive observer. People do not learn by simply sitting in classes and listening to the teacher, recalling prepared assignments and giving ready-made answers. They should talk about what they are studying and learning, write reflectively about it, connect it to past experiences, and apply what they learn to everyday life. Active learning can be called any process in which students do something (engage in an activity) and think about what they are doing. However, learning does not occur during action. Learning occurs as a result of reflection, comprehension of what happened during the lesson, as a result of the integration of the studied content into everyday thoughts and work (life) habits. Interactive forms of learning, including review and reflection, are a good tool for such internalization of educational material. Active learning is not a set of activities, but rather a special attitude of students and teachers that makes learning effective. The purpose of active learning is to develop students' need to think, to stimulate reflection and analysis of how they learn and what they learn; develop students' responsibility for their own education. In active learning, the student is always looking for something: an answer to a question, information to solve a problem, a way to complete a task. Active learning will be more successful if you:1. Know and respect each student as an individual.2. Call students by name.3. Do not use threats or humiliation.4. Demonstrate your interest and commitment to what you are doing and asking students to do.5. Offer challenging, developmental tasks, but at the same time provide support.6. Give examples from your personal life. 7. During the lesson, use eye-to-eye contact and move around the class. This helps to include all students in your personal space. Active learning involves a number of activities, both on the part of the teacher and on the part of the student, for example: What can help students learn actively during a lecture?— Involvement of students in a well-structured question and answer session during the lecture. — Individual tasks to think about or describe some part of the lecture, for example, the technique of pausing while the teacher talks or the “Write in a minute” technique. — Tasks to complete in pairs, for example, such as “Think, discuss, compare” - Interactive seminars. - Study of specific examples (cases). More complex tasks may include the following:— Individual and group project-based assignments. — Involving students in research. — Hands-on experiences. — Involving students in teaching others. — Involving students in groups of impartial mentors. Some of the most effective strategies are those based on working in small groups, for example:- Collaborative learning - Team learning - Problem-based learning You may come across different names for these active learning strategies. However, beyond the terms and definitions, what is much more important for us to emphasize is that all of these strategies create an educational environment that allows us to engage in learning those students who are difficult to engage in learning in other, more traditional ways. Thus, learning through cooperation, Using small group work makes an invaluable contribution to making learning a deeper, more developmental, stimulating, active and more effective process.
How to ensure student engagement and stimulate cognitive activity?
Some tips that will help you in your work. When and how you use these tips depends mainly on the educational goals and objectives and on the characteristics of your students! Make lesson content and assignments relevant to children's interests and their real lives. 1. Bring and ask students to bring materials that interest them, published in the media.2. Connect learning in the lesson with events in school life.3. Connect learning to students' hopes for the future, their plans and thoughts about careers.4. Use topics for classroom learning, especially problem-based learning, that are of particular interest to students.5. Involve students in explorations that resonate with them.6. Help students find practical applications of theoretical concepts and concepts. Give students choice and a sense of control. 1. Provide students with the opportunity to choose various options in planning courses, assignments, presentation of work results, and assessment.2. Allow students to pursue their own interests, seek answers to their own questions wherever possible (in discussions, projects, written works).3. Provide training for part of the course through individual training contracts4. Encourage students to lead their own review sessions.5. Encourage students to create their own questions for exams, tests, and tests. After editing, use some of these questions/tasks.6. Express your expectations clearly and clearly. Students must know why they are asked to do something.7. Pause and talk to students about what is going right/wrong. Assess and mark fairly. 1. Provide students with timely, positive feedback.2. Avoid competitive grading.3. Educational goals, assignments chosen, and assessments must be consistent.4. Use a variety of assessment forms.5. Ask students to determine their own level of difficulty. Use the students themselves, your students’ peers. 1. Organize mutual assistance and provide feedback between students.2. Recognize the value of student contributions to classroom learning.3. Use small group work.4. Encourage students to form study teams/pairs and help them harness the full potential of group work.5. Distribute the material being studied among students or groups. Ask each group to teach the rest of the class what they learned.6. Help students resolve conflicts that arise, but do not resolve them for the participants in the conflict. Use students' emotional responses in teaching. 1. Choose questions and topics that are close to students.2. Use controversial topics and questions.3. Engage students in structured, intelligent debate.4. Encourage students to identify and argue for a point of view that is contrary to their own. Use written assignments. 1. Encourage students to write short written reviews of the material they have learned.2. Encourage students to produce a newspaper about the course material.3. Encourage students to attend extracurricular activities related to the course, ask them to write a short review of what they saw/heard.4. Encourage students to express in writing an opinion contrary to their own. Use debate and discussion. 1. Ask each student to prepare one discussion question about the material being studied.2. Ask each student to fill out and bring as an “entrance ticket” some kind of questionnaire about the material being studied.3. Ask each student to take turns leading the discussion (preliminary work required to prepare students)4. Ask students to prepare individual memory cards based on the material they read.5. Ask students to answer two questions: “What was the most challenging idea/part/concept in what you read?” and “What did you like/interest most?”6. Allow students to prepare several questions/tasks for a test/assessment on the material being studied. Be prepared to actually use these questions!7. Help students form study pairs or groups. Students can read the material together, ask each other questions, etc. Help students reflect on the material they have learned. 1. Have students keep a learning diary/journal.2. Ask them about what prevented them from studying the material/topic, completing the task, and what helped. This can be done by doing the Writing in a Minute exercise.3. Devote one lesson or part of a lesson to discussing with students strategies and ways to learn a topic or the entire course.4. Discuss with students their achievements.
The problem of individual activity in learning is one of the most pressing in psychological and pedagogical science, as well as in educational practice.
The problem of individual activity in learning as a leading factor in achieving learning goals, general personal development, and professional preparation requires a fundamental understanding of the most important elements of learning (content, forms, methods) and affirms in thought that the strategic direction of intensifying learning is not an increase in the volume of transmitted information, not an increase in the number of control activities, but the creation of didactic and psychological conditions for the meaningfulness of the teaching, the inclusion of the student in it at the level of not only intellectual, but personal and social activity.
The level of manifestation of a person’s activity in learning is determined by its basic logic, as well as the level of development of educational motivation, which largely determines not only the level of a person’s cognitive activity, but also the uniqueness of his personality.
In accordance with the traditional logic of learning, which includes such stages as initial familiarization with the material, or its perception in the broad sense of the word; its comprehension; special work to consolidate it and, finally, mastery of the material, i.e. transforming it into practical activity.
There are 3 levels of activity:
* Reproduction activity - characterized by the student’s desire to understand, remember, reproduce knowledge, and master methods of application according to a model.
* The activity of interpretation is associated with the desire of the student to comprehend the meaning of what is being studied, to establish connections, and to master ways of applying knowledge in changed conditions.
* Creative activity - presupposes the student's striving for a theoretical understanding of knowledge, an independent search for solutions to problems, and an intensive manifestation of cognitive interests.
Theoretical analysis of this problem, advanced pedagogical experience convinces that the most constructive solution is to create such psychological and pedagogical conditions in training in which the student can take an active personal position, fully express himself as a subject of educational activity, your individual “I”. All of the above leads to the concept of “active learning”.
A. Verbitsky interprets the essence of this concept as follows: active learning marks a transition from predominantly regulating, algorithmized, programmed forms and methods of organizing the didactic process to developing, problem-based, research, search, ensuring the birth of cognitive motives and interests, conditions for creativity in teaching.
M. Novik identifies the following distinctive features of active learning:
* forced activation of thinking, when the student is forced to be active regardless of his desire;
* a fairly long period of time for students to be involved in the educational process, since their activity should not be short-term and episodic, but largely stable and long-term (i.e. during the entire lesson);
* independent creative development of solutions, increased degree of motivation and emotionality of students.
Constant interaction between students and teacher through direct and feedback connections.
Active teaching methods are methods that encourage students to actively think and practice in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher presenting ready-made knowledge, memorizing and reproducing it, but at students’ independent acquisition of knowledge and skills in the process of active mental and practical activity.
The peculiarities of active learning methods are that they are based on an incentive for practical and mental activity, without which there is no progress in mastering knowledge.
The emergence and development of active methods is due to the fact that teaching faces new challenges: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, abilities and skills of independent mental work. The emergence of new tasks is due to the rapid development of information. If previously the knowledge acquired at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of the information boom it is necessary to constantly update it, which can be achieved mainly through self-education, and this requires a person of cognitive activity and independence.
Cognitive activity means an intellectual and emotional response to the process of cognition, the student’s desire to learn, to complete individual and general tasks, and interest in the activities of the teacher and other students.
Cognitive independence is usually understood as the desire and ability to think independently, the ability to navigate a new situation, find one’s own approach to solving a problem, the desire not only to understand the educational information being absorbed, but also the methods of acquiring knowledge; a critical approach to the judgments of others, independence of one’s own judgments.
Cognitive activity and cognitive independence are qualities that characterize students’ intellectual abilities to learn. Like other abilities, they are manifested and developed in activity.
The most important means of activating the individual in learning are active learning methods (AML). Another term found in the literature is “Active Learning Method” (MAM), which means the same thing. The most complete classification was given by M. Novik, highlighting non-imitation and imitation active groups of training. These or other groups of methods determine, accordingly, the form (type) of the lesson: non-imitation or imitation.
Characteristic feature non-imitation classes is the absence of a model of the process or activity being studied. Activation of learning is carried out through the establishment of direct and feedback connections between the teacher and students.
Distinctive feature simulation exercises is the presence of a model of the process being studied (imitation of individual or collective professional activity). The peculiarity of simulation methods is their division into gaming And non-game. Methods in the implementation of which students must play certain roles are classified as gaming.
M. Novik points to their high effect in mastering the material, since a significant approximation of the educational material to specific practical or professional activities is achieved. At the same time, motivation and learning activity are significantly enhanced.
1.2. Characteristics of the main active learning methods
Problem-based learning is a form in which the process of student cognition approaches search and research activities. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce listeners to the objective contradictions in the development of scientific knowledge and ways to resolve them. In collaboration with the teacher students “discover” new knowledge for themselves, comprehend the theoretical features of a particular science.
The logic of problem-based learning is fundamentally different from the logic of information learning. If in information learning the content is introduced as known material that is only subject to memorization, then in problem-based learning new knowledge is introduced as unknown to students. The function of students is not just to process information, but to actively engage in the discovery of knowledge unknown to themselves.
The main didactic method of “involving” students’ thinking during problem-based learning is the creation of a problem situation that has the form of a cognitive task, fixing some contradiction in its conditions and ending with a question (questions) that objectifies this contradiction. The unknown is the answer to the question that resolves the contradiction.
Cognitive tasks must be accessible in their difficulty for students, they must take into account the cognitive capabilities of students, lie in line with the subject being studied and be significant for mastering new material.
What is the didactic structure of problem-based learning? Its main method is a logically coherent oral presentation that accurately and deeply illuminates the main points of the topic. The educational problem and the system of subordinate subproblems compiled by the teacher “fit” into the logic of presentation. Using appropriate methodological techniques (posing problematic and informational questions, putting forward hypotheses, confirming or refuting them, analyzing the situation, etc.), the teacher encourages students to think together and search for unknown knowledge. The most important role in problem-based learning belongs to dialogue-type communication. The higher the degree of dialogical learning, the closer it is to problem-based, and vice versa, monologue presentation brings learning closer to an informational form.
Thus, in problem-based learning, the following two most important elements are basic:
* a system of cognitive tasks reflecting the main content of the topic;
* dialogical type communication, the subject of which is the material introduced by the teacher.
Analysis of specific situations (case-study) -- one of the most effective and widespread methods of organizing active cognitive activity of students. The method of analyzing specific situations develops the ability to analyze unrefined life and production tasks. When faced with a specific situation, the student must determine whether there is a problem in it, what it is, and determine his attitude to the situation.
Role-playing is a gaming method of active learning, characterized by the following main features:
* the presence of a task and problem and the distribution of roles between the participants in solving them. For example, using the role-playing method, a production meeting can be simulated;
* interaction between participants in a gaming session, usually through discussion. Each of the participants can, during the discussion, agree or disagree with the opinions of the other participants;
* introduction by the teacher of corrective conditions during the lesson. So, the teacher can interrupt the discussion and provide some new information that needs to be taken into account when solving the problem, direct the discussion in a different direction, etc.;
* assessment of the results of the discussion and summing up by the teacher.
The role-playing method is most effective in solving such individual, rather complex managerial and economic problems, the optimal solution of which cannot be achieved by formalized methods. The solution to such a problem is the result of a compromise between several participants whose interests are not identical.
Role-playing requires significantly less time and money to develop and implement than business games. At the same time, it is a very effective method for solving certain organizational, planning and other problems.
Approximately, the role-playing method requires 30 to 35 minutes to complete.
Game-based production design is an active learning method characterized by the following distinctive features:
* the presence of a research, methodological problem or task that is communicated to the students by the teacher;
* dividing participants into small competing groups (a group can be represented by one student) and developing options for solving the problem (task).
* holding the final meeting of the scientific and technical council (or other similar body), at which, using the method of role-playing, groups publicly defend the developed solutions (with their preliminary review).
The method of game production design significantly activates the study of academic disciplines, making it more effective due to the development of the student’s design and construction skills. In the future, this will allow him to more effectively solve complex methodological problems.
Seminar-discussion(group discussion) is formed as a process of dialogical communication between participants, during which the formation of practical experience of joint participation in the discussion and resolution of theoretical and practical problems occurs.
At the seminar-discussion, high school students learn to accurately express their thoughts in reports and speeches, actively defend their point of view, argue with reason, and refute the erroneous position of a classmate. In such work, the student gets the opportunity to build his own activity, which determines the high level of his intellectual and personal activity, involvement in the process of educational cognition.
A necessary condition for the development of a productive discussion is the personal knowledge that students acquire in previous classes and in the process of independent work. The success of a seminar-discussion largely depends on the teacher’s ability to organize it. Thus, a seminar-discussion may contain elements of brainstorming and a business game.
In the first case, participants strive to put forward as many ideas as possible without subjecting them to criticism, and then the main ones are identified, discussed and developed, and the possibilities of their proof or refutation are assessed.
In another case, a seminar-discussion receives a kind of role-playing “instrumentation”, reflecting the real positions of people participating in scientific or other discussions. You can introduce, for example, the roles of presenter, opponent or reviewer, logician, psychologist, expert, etc., depending on what material is discussed and what didactic goals the teacher sets before the seminar lesson. If a student is assigned to a role leading seminar-discussion, he receives all the powers of a teacher to organize a discussion: he instructs one of the high school students to make a report on the topic of the seminar, directs the course of the discussion, monitors the argumentation of evidence or refutations, the accuracy of the use of concepts and terms, the correctness of - decisions in the process of communication, etc.
Opponent or reviewer: reproduces the opposition procedure adopted among researchers. He must not only reproduce the main position of the speaker, thereby demonstrating his understanding of it, find vulnerabilities or errors, but also offer his own version of the solution.
Logician identifies contradictions and logical errors in the reasoning of the speaker or opponent, clarifies the definitions of concepts, analyzes the course of evidence and refutations, the legitimacy of putting forward a hypothesis, etc.
Expert evaluates the productivity of the entire discussion, the validity of the hypotheses and proposals put forward, the conclusions drawn, expresses an opinion on the contribution of one or another participant in the discussion to finding a common solution, gives a description of how the participants in the discussion were trained, etc.
The teacher can introduce any role position into the discussion if this is justified by the goals and content of the seminar. It is advisable to introduce not one, but two paired roles (two logicians, two experts), so that a larger number of students receive the corresponding experience.
But a special role belongs, of course, to the teacher. He must organize such preparatory work as will ensure the active participation of each student in the discussion. It defines the problem and individual sub-problems that will be considered at the seminar; selects basic and additional literature for speakers and presenters; distributes functions and forms of student participation in collective work; prepares students for the role of an opponent, logic; directs all work of the seminar; sums up the discussion.
During the seminar-discussion, the teacher asks questions, makes individual comments, clarifies the main points of the student’s paper, and records contradictions in the reasoning.
In such classes, a confidential tone of communication with students, interest in the opinions expressed, democracy, and integrity in demands are required. You cannot suppress students’ initiative with your authority; it is necessary to create conditions for intellectual freedom, use techniques to overcome communication barriers, and ultimately implement a pedagogy of cooperation.
"Round table" -- This is a method of active learning, one of the organizational forms of students’ cognitive activity, which allows them to consolidate previously acquired knowledge, fill in missing information, develop problem-solving skills, strengthen positions, and teach a culture of discussion. A characteristic feature of the “round table” is the combination thematic discussion with group consultation. Along with the active exchange of knowledge, students develop professional skills to express thoughts, argue their ideas, justify proposed solutions and defend their beliefs. At the same time, information and independent work with additional material are consolidated, as well as problems and questions for discussion are identified.
An important condition when organizing a “round table”: it must be truly round, i.e. the process of communication, communication, took place “eye to eye.” The “round table” principle (it is no coincidence that it was adopted at the negotiations), i.e. arrangement of participants facing each other, and not at the back of the head, as in a regular lesson, generally leads to an increase in activity, an increase in the number of statements, the possibility of personally including each student in the discussion, increases the motivation of students, includes non-verbal means of communication, such as facial expressions , gestures, emotional manifestations.
The teacher also sits in the general circle, as an equal member of the group, which creates a less formal environment compared to the generally accepted one, where he sits separately from the students, who face him. In the classic version, the participants in the discussion address their statements primarily to him, and not to each other. And if the teacher sits among the children, the group members’ addresses to each other become more frequent and less constrained, this also helps to create a favorable environment for discussion and the development of mutual understanding between teachers and students.
The main part of a round table on any topic is discussion. Discussion(from Latin discussio - research, consideration) is a comprehensive discussion of a controversial issue in a public meeting, in a private conversation, or dispute. In other words, a discussion consists of a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals. The purposes of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc.
When organizing a discussion in the educational process, several educational goals are usually set at once, both purely cognitive and communicative. At the same time, the goals of the discussion are, of course, closely related to its topic. If the topic is extensive and contains a large amount of information, as a result of the discussion only such goals as collecting and organizing information, searching for alternatives, their theoretical interpretation and methodological justification can be achieved. If the topic of discussion is narrow, then the discussion may end with a decision being made.
During the discussion, students can either complement each other or oppose each other. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of an argument. As a rule, both of these elements are present in a discussion, therefore it is wrong to reduce the concept of discussion only to an argument. Both mutually exclusive dispute and complementary, mutually developing dialogue play a big role, since the fact of comparing different opinions on one issue is of paramount importance. The effectiveness of the discussion depends on factors such as:
* preparation (awareness and competence) of the student on the proposed problem;
* semantic uniformity (all terms, definitions, concepts, etc. must be understood equally by all students);
* correct behavior of participants;
* teacher's ability to conduct a discussion.
A properly organized discussion goes through three stages of development: orientation, evaluation and consolidation.
At the first stage students adapt to the problem and to each other, i.e. At this time, a certain attitude towards solving the problem is developed. In this case, the teacher (discussion organizer) is given the following tasks:
1. Formulate the problem and goals of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should yield.
2. Introduce the participants (if the group is meeting with such a composition for the first time). To do this, you can ask each student to introduce themselves or use the “interviewing” method, which consists of students breaking into pairs and introducing each other after a short introductory (no more than 5 minutes), directed conversation.
3. Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and controversial issues in it, determine the expected result (solution).
4. Establish a time limit for the discussion, or rather, a time limit for speeches.
5. Formulate the rules for conducting a discussion, the main one of which is - Everyone must speak. In addition, it is necessary to: listen carefully to the speaker, do not interrupt, confirm your position with arguments, do not repeat yourself, do not allow personal confrontation, maintain impartiality, do not evaluate speakers without fully listening and understanding the position.
6. Create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized addresses to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method is non-conflict!
7. Achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, you should clarify the conceptual apparatus and working definitions of the topic being studied. Systematic clarification of the conceptual apparatus will form in students the attitude and habit of using only well-understood terms, not using obscure words, and systematically using reference literature.
The second stage is the evaluation stage-- usually involves a situation of comparison, confrontation and even a conflict of ideas, which, in the case of inept management of the discussion, can develop into a conflict of personalities. At this stage, the teacher (organizer of the “round table”) is given the following tasks:
1. Start an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.
2. Collect maximum opinions, ideas, suggestions. To do this, it is necessary to activate each student. When speaking with his opinion, the student can immediately make his proposals, or he can first simply speak and later formulate his proposals.
3. Do not go off topic, which requires some firmness of the organizer, and sometimes even authoritarianism. You should tactfully stop those who deviate, directing them into the given “channel”.
4. Maintain a high level of activity for all participants. Avoid excessive activity of some at the expense of others, follow the rules, stop protracted monologues, and involve all present schoolchildren in the conversation.
5. Promptly analyze the ideas, opinions, positions, and proposals expressed before moving on to the next round of discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. It is very useful to assign sub-summaries to students, offering them a temporary role as leader.
The third stage is the consolidation stage-- involves the development of certain common or compromise opinions, positions, and decisions. At this stage, the controlling function of the lesson is carried out. The tasks that the teacher must solve can be formulated as follows:
1. Analyze and evaluate the discussion, summarize the results. To do this, it is necessary to compare the goal formulated at the beginning of the discussion with the results obtained, draw conclusions, make decisions, evaluate the results, and identify their positive and negative aspects.
2. Help the participants in the discussion come to a consensus, which can be achieved by carefully listening to different interpretations, searching for common trends for making decisions.
3. Make a group decision together with the participants. At the same time, the importance of a variety of positions and approaches should be emphasized.
4. In the final speech, lead the group to constructive conclusions that have cognitive and practical significance.
5. Achieve a feeling of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.
When conducting a round table, students perceive not only the ideas expressed, new information, opinions, but also the bearers of these ideas and opinions, and above all the teacher. Therefore, it is advisable to specify the main qualities and skills that a teacher (organizer) should have in the process of holding a “round table”:
* high professionalism, good knowledge of the material within the curriculum;
* speech culture and, in particular, fluent and competent knowledge of professional terminology;
* communication skills, or more precisely, communication skills that allow the teacher to find an approach to each student, listen to everyone with interest and attentively, be natural, find the necessary methods of influencing students, be demanding, while maintaining pedagogical tact;
* speed of reaction;
* ability to lead;
* ability to conduct dialogue;
* predictive abilities that allow you to foresee in advance all the difficulties in mastering the material, as well as predict the course and results of pedagogical influence, and anticipate the consequences of your actions;
* ability to analyze and correct the course of the discussion;
* self-control
* ability to be objective.
An integral part of any discussion is question and answer procedure. A skillfully posed question (as is the question, so is the answer) allows you to obtain additional information, clarify the speaker’s positions and thereby determine further tactics for holding a “round table”.
From a functional point of view, all questions can be divided into two groups:
* Clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical sign of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand that correctly?” The answer to such a question can only be “yes” or “no”.
* Replenishing (open) questions aimed at clarifying new properties or qualities of phenomena and objects that interest us. Their grammatical feature is the presence of question words: what, where, when, how, why etc.
From a grammatical point of view, questions can be simple And complex, those. consisting of several simple ones. A simple question contains a mention of only one object, subject or phenomenon.
If we look at the questions from the perspective of the rules for conducting a discussion, then among them we can highlight correct And incorrect both from a content point of view (incorrect use of information) and from a communicative point of view (for example, questions aimed at the individual rather than at the essence of the problem). A special place is occupied by the so-called provocative or catching questions. Such questions are asked in order to confuse the opponent, sow distrust in his statements, redirect attention to himself, or inflict a critical blow.
From a pedagogical point of view, questions can be controlling, activating attention, activating memory, developing thinking.
In a discussion, it is preferable to use simple questions, since they do not carry ambiguity and are easy to give a clear and precise answer. If a student asks complex questions, it is advisable to ask him to divide his question into several simple ones. Answers to questions can be: accurate and inaccurate, true and erroneous, positive (a desire or attempt to answer) and negative (direct or indirect avoidance of an answer), direct and indirect, monosyllabic and polysyllabic, short and detailed, definite ( not allowing for different interpretations) and vague (allowing for different interpretations).
In order to organize a discussion and exchange of information in the full sense of the word, so that the “round table” does not turn into a mini-lecture, a teacher’s monologue, the lesson must be carefully prepared. To do this, the teacher (organizer of the “round table”) must:
* prepare questions in advance that could be raised for discussion at the conclusion of the discussion in order to prevent it from dying out;
* avoid leaving the scope of the problem under discussion;
* do not allow the discussion to turn into a dialogue between the two most active students or the teacher with students;
* ensure wide involvement in the conversation of as many schoolchildren as possible, or better yet, all of them;
* do not ignore any incorrect judgment, but do not immediately give the correct answer; Students should be involved in this, organizing their critical assessment in a timely manner;
* do not rush to answer questions regarding the round table material: such questions should be redirected to the audience;
* ensure that the object of criticism is the opinion, and not the student who expressed it;
* compare different points of view, involving students in collective analysis and discussion, remember the words of K.D. Ushinsky that the basis of knowledge is always comparison.
For that, In order not to dampen the activity of schoolchildren, the teacher should not:
* turn the discussion into a quiz for students;
* evaluate judgments during speeches and express your opinion ahead of time;
* suppress the audience;
* take the position of a mentor, teaching the audience and knowing the only correct answers to all questions;
* remember that in a lesson conducted in an active form, the main character is the student: you need to expect activity from him, and not from the teacher himself, who acts as a consultant, leader of the discussion and its more competent, but equal participant .
During the round table, there is business noise and lots of voices, which, on the one hand, creates an atmosphere of creativity and emotional interest, and on the other, makes the teacher’s work difficult. Among this polyphony, he needs to hear the main thing, create a working environment, give him the opportunity to speak out, and lead the line of reasoning correctly. But all the difficulties are paid off by the high efficiency of this form of training.
Brainstorm(brainstorming, brainstorming) is a widely used method of generating new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems.
Using the brainstorming method in the educational process allows you to solve the following problems:
* creative learning by schoolchildren of educational material;
* connection of theoretical knowledge with practice;
* activation of educational and cognitive activities of students;
* developing the ability to concentrate attention and mental efforts on solving a current problem;
* formation of experience of collective mental activity. The problem formulated in a lesson using the brainstorming technique should have theoretical or practical relevance and arouse the active interest of schoolchildren. The general requirement that must be taken into account when choosing a problem for brainstorming is the possibility of many ambiguous options for solving the problem that is put forward to students as a learning task.
Preparing for a brainstorming session includes the following steps:
* determination of the purpose of the lesson, specification of the educational task;
* planning the general course of the lesson, determining the time for each stage of the lesson;
* selection of questions for warm-up;
* development of criteria for evaluating received proposals and ideas, which will allow for a purposeful and meaningful analysis and generalization of the results of the lesson.
There are certain rules, the observance of which will allow you to brainstorm more productively. We list the main ones:
1. During the session there are no superiors, no subordinates, no newcomers, no veterans - there is a leader and participants; no one can claim a special role.
3. You should refrain from actions or gestures that could be misinterpreted by other participants in the session.
4. No matter how fantastic or incredible the idea put forward by any of the session participants, it should be met with approval.
5. Try to convince yourself from the very beginning that a positive resolution to this problem is extremely important to you.
6. Do not think that this problem can be solved only by known methods.
7. The more proposals put forward, the greater the likelihood of a new and valuable idea emerging.
8. Before starting the session, try to answer the following questions for yourself:
Is the problem worth my attention?
What does her solution provide?
Who needs it and why?
What happens if you don't change anything?
What happens if I don't come up with any ideas?
Methodology for organizing and conducting brainstorming
The organizational stage is carried out with one class. Before the start of the lesson, when students enter the classroom and take their seats, you can turn on upbeat, dynamic music, preferably instrumental, since the text can influence the formation of students' attitudes.
At the beginning of the lesson, the teacher informs the topic and form of the lesson, formulates the problem that needs to be solved, and justifies the problem to find a solution. He then introduces the students to the terms of group work and gives them the rules for brainstorming.
After this, several working groups of 3-5 people are formed. Each group selects an expert whose responsibilities include recording ideas, their subsequent evaluation and selection of the most promising proposals.
It is advisable to form a working group in accordance with the personal wishes of the students, but the groups should be approximately equal in the number of participants.
Groups are seated so that it is convenient to work and so that students can see each other.
This stage takes on average about 10 minutes.
Warm-up is carried out frontally with the entire group. The purpose of the stage is to help schoolchildren free themselves from stereotypes and psychological barriers. Usually the warm-up is carried out as an exercise in quickly finding answers to questions. A fast pace of work is important for warming up. Therefore, if there is a pause, the teacher himself must put forward 1-2 answer options. As soon as students begin to have difficulty finding answers and think for a long time, it is worth moving on to the next question. In order to create and maintain a relaxed and lively atmosphere, the teacher prepares unexpected, original questions that are not directly related to the topic of the assault, but are taken from a related area.
During the warm-up, the teacher does not evaluate the students’ answers, but he perceives them all kindly, supporting a positive reaction from the audience.
Warm-up time is 15-20 minutes.
At the very beginning of the actual “storming” of the posed problem, the teacher recalls the problem, clarifies the posed task, gives criteria for evaluating ideas, and repeats the rules of brainstorming.
A signal is given, after which the expression of ideas begins simultaneously in all groups. The expert writes down all the ideas put forward on a separate sheet of paper. Don't be afraid of a little noise and excitement in the classroom - the ease of the atmosphere helps to stimulate thought.
It is better for the teacher not to interfere in the work of the groups so as not to disturb them. Only when the group violates the rules of work (for example, begins to discuss or critically evaluate an idea), the teacher, in a tactful and friendly manner, returns the group to a working state.
The main session time is 10-15 minutes. This is a stage of intense workload for students; usually by the end of it, obvious fatigue is felt among the participants in the “assault.”
At the stage of evaluating and selecting the best ideas, experts unite in a group and evaluate ideas according to selected criteria, selecting the best ones to present to the participants of the game. If possible, experts can move to another room while working so that the group does not disturb them. The teacher determines the work time for experts at 15-20 minutes.
The working groups rest at this stage. You can turn on music and give them the opportunity to move, switch, or offer them simple tasks in a playful way, for example, a crossword puzzle for a given course, discussion of interesting situations, etc.
At the final stage, representatives of the group of experts report on the results of the brainstorming session. They name the total number of ideas proposed during the assault and introduce the best of them. The authors of the noted ideas justify and defend them. Based on the results of the discussion, a collective decision is made on the implementation of certain proposals into practice.
The teacher sums up the results and gives a general assessment of the groups’ work. At the same time, it is important to note the positive in work, moments of manifestation of a high degree of creativity, successes of collective activities, etc. Such a final assessment creates a creative atmosphere in the study group and supports students. Even if the group's performance is not brilliant, it is still necessary to build on the positive in its work in order to stimulate students' desire to achieve greater results in the future.
In terms of time, the final stage is the longest (10-15 minutes). This stage is very important in the curriculum, since during the discussion and defense of ideas there is an intensive exchange of information, its comprehension and active assimilation.
As a rule, brainstorming is very productive and gives good results. In case of failure, the teacher should not hastily abandon this form of work, but must once again carefully analyze the preparation for the lesson and its entire course, try to find the reasons for the failure, eliminate them, and success will await him in the future.
A business game is a method of simulating situations that simulate professional or other activities through a game, according to given rules.
All emerging new teaching techniques and methods and any educational game cannot be classified as business games, as is sometimes done both in pedagogical practice and in individual appearances in the press. Therefore, such forms of conducting lessons as a lesson-concert, a lesson-exam, etc.; lesson-competition, lesson-quiz, imitation of educational and entertaining television programs in the classroom, do not relate not only to a business game, but also to the technology of active learning, and in general to new forms and methods. These methods and techniques revitalization cognitive activity of students, revitalization of the educational process with the help of all kinds of game situations do not meet the characteristics and conditions of the organization that determine the technology of active learning. In a quiz or competition, a student may or may not take part, but will remain a passive participant-spectator. Attempts to force him will lead to loss of the game moment and a positive mood for activity. In active learning technology, the “forced activity” of participants is determined by the conditions and rules under which the student either actively participates, thinks hard, or drops out of the process altogether.
The rules of the business game are determined by the chosen activity. One of its options is role-playing games. When children play “daughter-and-mother,” they accurately imitate all the roles included in the game and cannot deviate from them: dads don’t do that, children shouldn’t behave like that, moms should... etc. It is possible to use a business game in the educational process. For example, based on modern market conditions of life, in classes on the basics of economic knowledge, you can conduct a business game “Bank”, in which, in the process of playing out bank work situations, the terminology that is difficult to memorize is better understood and mastered, what it means, the very character activities of the bank, its place and importance in market relations. Such a game can be organized at the stage of primary consolidation of the material, and as a generalization, and as a certain form of control. In this case we are talking about the most standard version of the business game. Options such as organizational-Business and organizational-mental games and similar ones require very serious special training for their organizers.
With the advent of active learning technology, dramatization and theatricalization, long known to Teachers, have become one of the options (spruce games and are widely used in the technology of dialogue of cultures. Dramatization -- staging, role-playing the content of educational material in lessons. Roles can be assigned not only to living characters, but also to any inanimate objects and phenomena from any field of knowledge. Theatricalization -- theatrical performances of different genres based on educational material during extracurricular time with a large number of participants, long in time, with scenery and other attributes. They involve all students in the class or all parallel classes, older schoolchildren and younger students. These can be productions based on literary works, historical subjects, etc.
The term “active teaching methods” or “active learning methods” (AMO or MAO) appeared in the literature in the early 60s of the twentieth century. Yu.N. Emelyanov uses it to characterize a special group of methods used in the system of socio-psychological training and built on the use of a number of socio-psychological effects and phenomena (group effect, presence effect and a number of others). At the same time, it is not the methods that are active, it is the teaching that is active. It ceases to be reproductive in nature and turns into an arbitrary internally determined activity of students to develop and transform their own experience and competence.
Ideas for intensifying learning were expressed by scientists throughout the entire period of the formation and development of pedagogy, long before it was formalized as an independent scientific discipline. The founders of the ideas of activation include Ya.A. Comenius, J.-J. Russo, I.G. Pestalozzi, K.D. Ushinsky and others. The entire history of pedagogy can be viewed as a struggle between two views on the position of the student. Adherents of the first position insisted on the initial passivity of the student, considered him as an object of pedagogical influence, and, in their opinion, only the teacher should be active. Supporters of the second position considered the student an equal participant in the learning process, who works under the supervision of a teacher and actively absorbs socio-cultural experience, which has the form of theoretical knowledge. Among Russian psychologists, B.G. turned to the idea of activity at different times. Ananyev, L.S. Vygotsky, A.N. Leontyev, B.F. Lomov, S.L. Rubinstein and others.
The epithet “active” is used to contrast AMT with traditional teaching methods that implement the first point of view, where participants in the educational process are polarized in their roles as a student and a teacher. The former are consumers of ready-made knowledge, accumulated and generalized in the form of theories, facts, laws, patterns, concepts and categories. The student’s activity comes down to the assimilation of this knowledge and its subsequent reproduction, thus, the level of development and efficiency of the functioning of their memory largely determines the effectiveness of their educational work as a whole. The student’s position in the classical education system can be assessed as passive-consumer, since knowledge is acquired as if in reserve, its use in practice is delayed in time, the student himself cannot choose what, when and to what extent he will master. Transformation of theoretical knowledge, construction of new ones, development of own experience in research work. The teacher’s task is to make the students’ work easier, make the material more interesting and understandable, ensure its accurate and lasting assimilation, and control the final result. Therefore, the teachings of the teacher, his continuous adaptive-transformative activity is the second, and often the most important, condition for the effectiveness of the student’s work, the key to the ultimate success of his educational activities.
Active learning represents such an organization and conduct of the educational process that is aimed at the comprehensive activation of educational and cognitive activities of students through the broad, preferably complex, use of both pedagogical (didactic) and organizational and managerial means (V.N. Kruglikov, 1998). Activation of learning can occur both through improving the forms and methods of teaching, and through improving the organization and management of the educational process as a whole.
The use of AMO literally turns the established situation upside down. Students are initially interested in obtaining the information they need, which they use directly and immediately. Therefore, the lack, inaccuracy or fundamental incorrectness of information creates an incentive to replenish, correct, and adjust it. The assimilation of information is a by-product of the student’s activities, in which he is involved by the leader.
There are 3 levels of activity:
Reproduction activity is characterized by the student’s desire to understand, remember, reproduce knowledge, and master methods of application according to a model.
Interpretation activity is associated with the student’s desire to comprehend the meaning of what is being studied, establish connections, and master ways of applying knowledge in changed conditions.
Creative activity presupposes the student’s desire for a theoretical understanding of knowledge, an independent search for solutions to problems, and an intensive manifestation of cognitive interests.
Forms of work that increase the level of learning activity
1. The use of non-traditional forms of conducting lessons (lesson - business game, lesson - competition, lesson - seminar, lesson - excursion, integrated lesson, etc.);
2. The use of non-traditional forms of training sessions (integrated classes, united by a single theme, problem; combined, project classes, creative workshops, etc.);
3. Use of game forms;
4. Dialogical interaction;
5. Problem-task approach (problematic questions, problematic situations, etc.)
6. Use of various forms of work (group, team, pair, individual, frontal, etc.);
7. Interactive teaching methods (reproductive, partially exploratory, creative, etc.);
8. Use of didactic tools (tests, terminological crosswords, etc.);
9. Introduction of developmental didactic techniques (turns of speech such as “I want to ask...”, “Today’s lesson for me...”, “I would do this...”, etc.; artistic expression using diagrams, symbols, drawings, etc.) ;
10. Use of all methods of motivation (emotional, cognitive, social, etc.);
11. Various types of homework (group, creative, differentiated, for a neighbor, etc.);
12. Activity approach to learning.
ACTIVE LEARNING METHODS INCLUDE:
Brainstorm(brainstorming, brainstorming) is a widely used method of generating new ideas for solving scientific and practical problems. Its goal is to organize collective mental activity to find unconventional ways to solve problems.
Business game - a method of simulating situations that simulate professional or other activities through a game, according to given rules.
"Round table" - This is a method of active learning, one of the organizational forms of students’ cognitive activity, which allows them to consolidate previously acquired knowledge, fill in missing information, develop problem-solving skills, strengthen positions, and teach a culture of discussion.
Analysis of specific situations (case-study) - one of the most effective and widespread methods of organizing active cognitive activity of students. The case study method develops the ability to analyze unrefined life and production problems. When faced with a specific situation, the student must determine whether there is a problem in it, what it is, and determine his attitude to the situation.
Problem-based learning- a form in which the process of student cognition approaches search and research activity. The success of problem-based learning is ensured by the joint efforts of the teacher and students. The main task of the teacher is not so much to convey information as to introduce listeners to the objective contradictions in the development of scientific knowledge and ways to resolve them. In collaboration with the teacher, students “discover” new knowledge and comprehend the theoretical features of a particular science.
11. The principle of consciousness and activity in learning
The principle of conscious and active learning implies the relationship of pedagogical leadership with the conscious, active, creative activity of students.
Consciousness manifests itself in understanding the purpose and objectives of learning, in full knowledge of the facts, a deep understanding of the material, penetration into the essence of what is being studied, and the ability to consciously apply it in practice.The basis of consciousness learning is the mental, mental or verbal activity of students. However, we must not forget about the role of volitional and physical activity.Activity is closely related to independence of thought and action, plays a big role in decision making, the ability to defend one’s views, etc.
Practical implementation the principle of consciousness and activity is carried out by observing the followingrules of training .
1. A clear understanding of the goals and objectives of the work ahead is a necessary condition for conscious learning: show them to students, explain their importance and significance, and reveal perspectives.
2. Teach in such a way that the student understands what, why and how to do and never mechanically perform educational actions without first and deeply understanding them.
3. Ensure that students understand the meaning of each word, sentence, concept, reveal them based on the knowledge and experience of students, use figurative comparisons. Do not introduce concepts that you do not expect to be explained in detail.
4. Harness the power of student peer learning. Provide appropriate conditions for the development of collective forms of searching for the right answer. What a friend says is often perceived by students better and easier than the teacher’s explanation, and therefore there is no need to explain what the best students can explain.
5. Logically link what is unknown to students with what is known: where there is no logical connection between acquired and assimilated knowledge, there is no conscious learning.
6. Learning will be more successful if each rule is accompanied by an optimal number of examples so that it becomes clear enough how varied its application is.
7. Nothing should be taught based on authority alone, but everything should be taught with the help of evidence based on feeling and reason.
8. The “why” question should be used as often as possible to teach students to think causally: understanding cause-and-effect relationships is an indispensable condition for developmental learning.
9. Remember that it is not the one who retells it who truly knows, but the one who puts it into practice.
10. Continuously explore and exploit the individual interests of students, develop and guide them in ways that are consistent with personal and social needs.
11. Teach students to think and act independently. Avoid hinting, retelling and copying.
12. Develop creative thinking through a comprehensive analysis of problems, solve cognitive problems in several logically different ways, and practice creative tasks more often.
13. The skill of asking questions and listening to answers is one of the important conditions for stimulating and maintaining activity. What question is the answer, just as a teacher listens to a student, so a student listens to a teacher.
1.1 The concept of “cognitive activity of students”
cognitive activity learning problematic
In line with the activity approach, the psychological basis of learning is the active cognitive activity of the student himself, leading to the formation of the ability to think creatively, using the knowledge, skills and abilities acquired in the process of activity.
The problem of activating cognitive activity, developing independence and creativity remains one of the urgent tasks of pedagogy. The modern orientation of education towards the formation of competencies as a person’s readiness and ability to act and communicate involves the creation of didactic and psychological conditions in which the student can demonstrate cognitive activity, personal social position, and express himself as a subject of learning.
The cognitive process is the result of the functioning of all elements of the didactic system, and its effectiveness is determined by the quality of these elements. Therefore, great importance is attached not only to a quantitative assessment of effectiveness, but also mainly to a general analysis of methods of education and cognitive activity of students, which is one of the effective ways to improve the quality of professional training of specialists.
Cognitive activity is not limited to cognitive activity. It should be considered as the mental state of the cognizing subject, as his personal formation, expressing his attitude to the process of cognition.
There are two types of cognitive activity:
Aimed at assimilation, acquisition, application of what is already in the experience of the individual or humanity as a whole (intellectual activity, activity)
Creating something completely new, for which there are no ready-made models in personal and social experience (creative activity).
The student is involved in the learning process with varying degrees of activity. G.I. Shchukina identifies reproductive-imitative, searching-performing and creative levels of activity of students, which corresponds to one of the classifications of teaching methods.
T.I. Shamova also distinguishes three levels of cognitive activity: reproducing, interpreting and creative, based on the way of action.
The first level, reproducing, is characterized by the student’s desire to understand, remember, reproduce acquired knowledge, and master ways of performing actions according to a model.
The interpretive level presupposes the desire to comprehend the meaning of what is being studied, to apply knowledge and mastered methods of activity in new educational conditions.
The creative level requires students to be ready for a theoretical understanding of knowledge, understanding the connections between objects and phenomena, and independently searching for solutions to problems.
When organizing and implementing a sequence of didactic situations in the educational process, it is necessary to implement two stages of students’ cognitive activity within the framework of each of them.
The first stage is the perception of educational information, its processing on the basis of known action algorithms, as well as its transformation and memorization.
The second stage is the application of knowledge in practice.
In this regard, we note that V.A. Krutetsky was able to identify and justify the specifics of groups of exercises that contribute to solving these problems.
For the first stage of cognitive activity, such exercises should include:
Questions and tasks that lead to the need to reproduce individual elements of knowledge to solve certain specific typical problems;
Tasks that lead to awareness of the need to apply acquired knowledge to perform systems of practical actions that differ in psychological nature and complexity;
Tasks that lead to awareness of the need to develop certain skills to generalize and automate acquired knowledge and methods of activity.
For the second stage of cognitive activity, a system of exercises is needed in which the method of performing the next task does not always coincide with the method of performing the previous one. At the same time, it is important that from the first moment of formation of skills and abilities when studying any educational material, tasks alternate with those given when studying the previous educational material (the principle of continuous repetition is implemented).
It is advisable to include in this system of exercises tasks that require repeated repetition of the same operation. This creates the most difficult conditions for students to switch from one operation to another. The implementation of the principle of continuous repetition in this system of exercises should also be ensured by tasks with missing or contradictory data.
Depending on the level of cognitive activity of students in the educational process, passive and active learning are distinguished.
With passive learning, the student acts as an object of educational activity: he must learn and reproduce the material that is transmitted to him by the teacher or other source of knowledge. This usually happens when using a lecture-monologue, demonstration, or reading literature. In this case, students, as a rule, do not cooperate with each other and do not perform any problematic, search tasks.
With active learning, the student becomes to a greater extent the subject of learning activities, enters into dialogue with the teacher, actively participates in the cognitive process, performing creative, exploratory, problem-based tasks. Students interact with each other when performing tasks in pairs or groups.
The following criteria for the cognitive activity of students are identified:
1. The presence of cognitive interest, which can be judged by the following indicators: the degree of participation in the problems discussed in class; completeness of answers; independence of judgment; questions to the teacher, their nature and direction; attitude towards additional tasks (preparing a report, communications, writing an abstract, etc.); desire to participate in scientific work; direction of use of free time, etc.
2. Formation of methods of cognitive activity (fully proficient, partially proficient, not proficient).
3. A certain level of independence in the study of sciences.
4. Achieving a sufficiently high level of cognitive communication between students and teachers.
5. High quality of knowledge and its compliance with program requirements.
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