In a broad sense , information and communication technologies (ICT) is the use of computers and telecommunications for the implementation of information processes in order to efficiently and effectively work with information on legal grounds.

The introduction of ICT in the educational process is not so much an urgent need as a conscious process of technologization of routine processes in order to release the creative energy of the personality of modern society. The main goal of teachers is not only the organization and management of the process of mastering strong basic knowledge and learning skills, but also the formation of a personality capable of adapting to the conditions of modern life. In the transition to new forms of education using network technologies, there is a tendency to focus on a network of distributed educational resources of a new generation, which can be used in the mode of collective access of many educational institutions to unified educational resources via the Internet.

This path opens up a number of undeniable advantages :

1) prerequisites are created to ensure a unified basic training of students, regardless of the territorial location of the educational institution, the availability of its own highly professional teaching staff, educational resources, etc.;

2) the science intensity, effectiveness and didactic efficiency of educational resources are increased through the active use of modern computer technology;

3) the costs of creating, supporting and developing educational resources are significantly reduced by eliminating their mass replication;

4) unique educational resources become fundamentally available to many educational institutions or individual students.

The main didactic requirements for information and communication technologies in education in order to increase the effectiveness of their use in the educational process:

1) motivation in the use of various didactic materials;

2) a clear definition of the role, place, purpose and time of use of electronic educational resources and computer learning tools;

3) the organizational role of the teacher in conducting classes;

4) introducing into the technology only such components that guarantee the quality of education;

5) compliance of the computer training methodology with the general strategy for conducting a training session;

6) taking into account the fact that the introduction of electronic educational resources, computer training programs into the set of teaching aids requires a revision of all components of the system and a change in the general teaching methodology;

7) ensuring a high degree of individualization of learning and, at the same time, organizing learning as a collective process;

8) providing sustainable feedback in learning, etc.

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The ICT application system can be divided into the following stages:

Stage 1 :   identification of educational material that requires a specific presentation, analysis of the educational program, analysis of thematic planning, selection of topics, selection of the type of lesson, identification of the features of the material of this type of lesson;

Stage 2 : selection and creation of information products, selection of ready-made educational media resources, creation of your own product (presentation, training, training or control);

Stage 3 : application of information products, application in lessons of various types, application in educational work, application in the management of research activities of students.

Stage 4 : analysis of the effectiveness of the use of ICT, study of the dynamics of results, study of the rating by discipline.

The application of general didactic principles of teaching and the implementation of the indicated requirements for the use of ICT in the educational process will help improve the quality of training.

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Critical thinking is the type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time be open to new ideas and methods.

The constructive basis of the "technology of critical thinking" is the basic model of the three stages of the organization of the educational process:  

1. At the stage of recall from memory, the existing knowledge and ideas about what is being studied are “called”, actualized, personal interest is formed, the goals of considering a particular topic are determined.

2. At the stage of comprehension (or realization of the meaning), as a rule, the student  comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. There is a formation of one's own position. It is very important that already at this stage, using a number of techniques, it is already possible to independently monitor the process of understanding the material.

3. The stage of reflection (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts in them.

In the course of working within the framework of this model, students master various ways of integrating information, learn to develop their own opinion based on understanding various experiences, ideas and ideas, build inferences and logical chains of evidence, express their thoughts clearly, confidently and correct in relation to others.

The main methodological techniques for the development of critical thinking:

 1. Reception

 2. Table    

 3.       _cc781905-5fcde-3194-bb3d5

 4.       _cc781905-5fcde-3194-bb3b5d_cintelligent socket

 5.         Зигзаг, зигзаг-2

 6. Reception

 7. Essay

 8.       _cc781905-5fcde-3194-bb3b5d6c

 9.         Приём «Составление синквейнов»

 10.       Security question method

 11.       Reception "I know../I want to know.../I found out..."

 12.       Circles on the water

 13.      

 14. Yes No

 15.       Reception "Reading with stops"

 16.       Interpolation Reception

 17.       Reception "Reversed logical chains"

 18.       Cross Debate

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The project method is considered one of the leading ones in the formation of students' speech competences, the ability to use a foreign language as a tool for intercultural communication and interaction.
 

A project is a temporary purposeful activity aimed at obtaining a unique result.

Project activity is a part of independent work of students. A well-executed project is a step-by-step planning of your actions, tracking the results of your work.
 

The purpose of the project activity is the understanding and application by students of the knowledge, skills and abilities acquired in the study of various subjects.
 

Project work is one of the forms of organizing the research cognitive activity of students, in which they take an active subjective position. The theme of the project can be related to any one subject area. When choosing a project topic, the teacher focuses on the interests and needs of students, their capabilities and personal significance of the upcoming work.

The completed project can be presented in a variety of forms : a drawing, an article, an album, a collage, recommendations, and many others.

The forms of presentation of the project are also diverse: a report, a conference, a competition, a holiday, a performance. The main result of the work on the project will be the actualization of existing and the acquisition of new knowledge, skills and abilities, their creative application in new conditions.

Important positive factors of project activity include:
- increasing the motivation of students in solving problems;
- development of creative abilities;
- the formation of a sense of responsibility;
- creation of conditions for the relationship of cooperation between the teacher and students.

Projects can be subdivided by the number of participants (individual (personal), pair, group.), by duration : short-term (1 lesson, maximum 3-6 lessons), medium-term (1-2 months), long-term (up to a year), by dominant activity students  (research, creative, gaming, informational, socially significant.)
 

Projects are evaluated according to the following criteria:
1. Design of the project - the presence of drawings, accuracy;
2. The content of the project - compliance with the topic, the presence of original finds, the completeness of the disclosure of the topic, a logical presentation of the material;
3. Presentation of the project - the correctness of speech, the degree of mastery of the material, emotionality in the presentation.
 

Project activities are of particular interest to students of all ages, because. they know and know a lot, and working on projects helps them to realize their knowledge, skills and abilities.

The project work consists of the following steps:
1. Definition of the topic.
2. Definition of the end result.
3. Discussion and drawing up a project plan.
4. Collection of information.
5. Information processing.
6. Design of the project.
7. Presentation of the project.
8. Project evaluation.

Project activities in combination with computer work make classes interesting and modern. The teacher not only teaches students, but also learns a lot from them.

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If a student at school has not learned to create anything himself,

then in life he will only imitate, copy.

L. N. Tolstoy

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Developing education is a way of organizing educational activities, focused on the potential of the student and his comprehensive, full development.

Developing education is built in such a way as to make the learning process of students independent, i.e. they form the skills of independent knowledge and the desire for development.

 Developmental education is built taking into account the individual characteristics of the child's development and based on the patterns of this development.

Developmental learning has the following characteristics :

- reliance on the joint activities of the teacher and students;

- acceptance of a student as a subject of the educational process;

- training is based on the planning and design of pedagogical activities;

- creation of a comfortable psychological microclimate and optimal conditions for the disclosure of the natural potential of students in educational activities;

- introducing students to various types and areas of activity;

- activity approach to the development of students, i.е. development is possible only in the course of certain activities;

- formation of students' knowledge about their own capabilities, as a condition for their further productive development;

- manifestation of activity in cognitive activity and orientation to its development.

The developmental learning technologies are based on a theory that originates in the works of I.G. Pestalozzi, K.D. Ushinsky and others. The theory was scientifically substantiated in the works of L.S. Vygotsky, who put forward the idea of education that goes ahead of development and is focused on the development of the child as the main goal. According to his hypothesis, knowledge is not the ultimate goal of learning, but only the environment for the development of students.

Ideas L.S. Vygotsky were developed and substantiated within the framework of the psychological theory of activity by A.N. Leontiev, P. Ya. Galperin and others. As a result of the revision of traditional ideas about development and its relationship with education, the formation of the child as a subject of various types of human activity was brought to the fore.

The theory of developmental learning was actively developed in the second half of the 20th century. The main works in this area were the concepts of developmental education by D.B. Elkonina, V.V. Davydova and L.V. Zankov. In their writings, learning and development are viewed as two interrelated and interdependent processes.

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Technology L.V. Zankov

Leonid Vladimirovich Zankov (1901–1977) is one of the most famous scientists in the field of pedagogy, psychology and defectology. His method of developmental education is at the heart of one of the recognized state systems of education in elementary school. According to the data given by the methodologists, on average, every 4th Russian elementary school student studies according to the system of L.V. Zankov. This is from 15% to 40% of all schoolchildren in the Russian Federation, depending on the region. So what is the methodology of developmental education L.V. Zankov different from the traditional education system?

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The essence and goals of the methodology

Methods of developing education L.V. Zankova covers the education of children from the age of 6 until their transition to high school. The scientist deliberately did not create a teaching methodology in high school - he believed that all the best can only be developed in  primary school age . For example, the poor memory of a sixth grader is a consequence of ignoring its development at an earlier age. She probably won't get better.

The purpose of training according to the Zankov method is the overall development of the child . It should not be directed to individual components (memory, imagination, attention, etc.), but to the entire psyche as a whole. Under the general development it is necessary to understand the development of several areas:

- Mind (logic, observation, memory, imagination, abstract thinking, etc.);

- Communication skills (methods of communication, the ability to find a solution in a problem situation);

- Will (consists in the development of the child's ability not only to set a goal, but also to motivate himself to achieve it);

- Feelings (aesthetic, ethical);

- Morality.

However, one should not think that training according to Zankov diminishes the value of factual knowledge. It simply shifts the emphasis on the development of the child's personality, because all of the listed areas of a person's life are necessary precisely to achieve success in the modern world.

Another goal of education is to educate the child in the desire for independent learning activities , and not simply to obtain the necessary knowledge, skills and abilities from the teacher.

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The basis of the technique

In a narrow sense, the methodology of developing education L.V. Zankov is based on three pillars: the leading role of education, consistent with a reverent attitude to the inner world of the child and providing a field for the manifestation of his individuality.

1. Education, upbringing, development are united, as if merged into one process.

2. Individual, person-oriented approach. Each child must be accepted as he is. There is no need to “pull up” a “weak” student to a “strong” one, you need to work on the development of any child and believe in his success, in his strength.

3. A good, trusting relationship should be established between the teacher and the student. Only such relationships can become fertile ground for the development of the child's cognitive activity. Otherwise, he will never wake up interest and thirst for knowledge. L.V. Zankov argued: "A child is the same person, only a small one." Adults should not forget about this - in relation to the child, in no case should physical punishment, rudeness, humiliation be used.

4. When students answer, any errors are allowed. “A mistake is a godsend for a teacher,” Zankov believed. The point is that a student’s mistake gives the teacher the opportunity to find his “weak spot”, understand the child’s train of thought and, if necessary, direct him in the right direction.

5. Of course, both good relations between the teacher and the student, and the assumption of possible mistakes exclude an evaluative attitude towards the child. An outstanding teacher-innovator V.V. Sukhomlinsky once compared the assessment with "a stick in the hands of a teacher." Perhaps this comparison is also relevant for the Zankov system. The child can speak, assume, make mistakes - he knows that he will not get  the hated “deuce” , for which he will definitely be punished.

6. As you know, one of the directions of modern education is the implementation of a system-activity approach. We can say that in the last century it was Leonid Vladimirovich who took it as the basis for his methodology. After all, according to the scientist, the child should be able to acquire knowledge and overcome the difficulties encountered along the way, independently. The teacher can only interest and direct him. The lesson itself takes the form of a discussion - students may disagree with the teacher, start a dispute in which they will express their arguments and try to defend their own point of view.

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Two rules for parents:

1. Parents should not cook with their children or, even worse, do homework instead of children. Otherwise, the teacher simply will not be able to notice in time that the child did not understand something.

2. Parents should not punish a child for failure, which is to blame for his individual characteristics, and not, say, laziness.

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Didactic principles:

1. The level of training and didactic material (tasks) is higher than that accepted in the traditional system of education.

2. As a consequence of the first point, there is no division of material "for strong" and "for weak" students. We work on the development of each student.

3. High speed of learning the material.

4. The priority role of theoretical knowledge.

5. Formation of students' motivation to learn through their emotions. The main "push" to the awakening of the desire to know is to surprise. It is surprise that gives  an impetus to the intellectual , creative and moral principles of the child.

6. The importance of repetition.

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Learning features:

- The forms of education are very diverse: it can be classes in the classroom, in the library, in nature, excursions to museums, theaters, enterprises, trips to concerts.

- As mentioned above, the lesson takes the form of a discussion, a kind of polylogue.

- Pupils look for answers to emerging questions on their own, without the prompts of the teacher. However, he can ask leading questions, preliminarily give appropriate homework, somehow guide. Thus, a kind of cooperation is established between the students and the teacher.

- The main types of tasks are observation, comparison, grouping, classification, elucidation of patterns, drawing conclusions and analyzing conclusions.

- Tasks are aimed at the search activity of the child. They should be unexpected and surprising, able to arouse the student's curiosity and encourage him to knowledge. For example, it could be creating a problem situation.

- Formation in children of a general picture of the world based on areas with rich content. These are science, natural science, geography, history, philosophy, literature and other arts, foreign languages. There is also a lot of attention in the lessons according to the method of L.V. Zankov should be given to fine arts, music, reading fiction, work.

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System disadvantage:

In addition to all the advantages, the system has an important and obvious drawback, which even the followers of L.V. Zankov. Since the scientist's methodology covers exclusively the elementary school, it is very difficult for children who have been brought up for several years on its principles to adapt later to the senior school, which nevertheless sets somewhat different goals at the head.

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Developmental learning technology D.B. Elkonin - V.V. Davydov

At the heart of the theory of meaningful generalization V.V. Davydova - D.B. Elkonin is the hypothesis of the leading role of theoretical knowledge in the formation of intelligence. The academic subject does not simply set out a system of knowledge, but in a special way organizes the child's assimilation of meaningful generalizations - genetically initial, theoretically essential properties and relations of objects, the conditions for their origin and transformation. This is the comprehension of an object not through its visual, external similarity with others, but through its hidden concrete relationships, through the contradictory path of its internal development. The concept of "subject of cognition" appears in this concept as the student's ability to master scientific concepts, to reproduce the logic of scientific cognition in his own activity, to move from the abstract to the concrete.

The introduction of a new concept in the learning process goes through four stages:

1) Acquaintance with the task proposed by the teacher, orientation in it.

2) Mastering a model of such a transformation of the material, which reveals the most significant relationships that serve as the basis for solving a problem of this type.

3) Fixation of the revealed relations in the form of one or another (subject or sign) model.

4) Identification of those properties of the selected relation, thanks to which it is possible to derive conditions and methods for solving the original particular problem.

The technology of D. B. Elkonin - V. V. Davydov is based on the cognitive motivation of activity, therefore it gives the best results at the initial stage of development.

Target landmarks.

1. The child has internal cognitive motives.

2. The presence in the child of the goal of conscious self-change.

3. The position of the child as a full-fledged subject of activity, independently carrying out all its stages.

4. Orientation towards the assimilation of theoretical ZUN, methods of educational activity, search and construction of the foundations of actions, mastery of the general principles for solving problems of a certain class.

5. The student is placed in the position of a researcher-creator. All rules and laws are built by the child himself.

6. The reflexive nature of the consideration of one's own actions. The experience of reflection is the basis of personality development.

Basic concepts:

- ways of thinking identified by V.V. Davydov are rational-empirical thinking (aimed at dismembering and comparing the properties of objects in order to abstract formal generality) and rational-theoretical, dialectical thinking (associated with the study of the nature of the concepts themselves, reveals their transitions, movement, development).

- meaningful analysis - a way to discover the original basis of some integral object.

- meaningful abstraction is the selection of the initial general relationship in the given material and its formulation in a sign-symbolic form.

- theoretical generalization - is carried out by analyzing a certain whole in order to discover its original, essential, universal relation as the basis of the internal unity of this whole.

- ascent from the abstract to the concrete - the use of a meaningful generalization as a high-level concept for the subsequent derivation of other, more specific concepts.

- meaningful reflection - the search for and consideration of the essential foundations of their own mental actions. Developing education is carried out as a purposeful learning activity in which the child consciously sets goals and objectives of self-change and creatively achieves them.

- problematization: the teacher not only informs the children of the conclusions of science, but also leads them along the path of discovery, makes them follow the dialectical movement of thought towards the truth, makes them accomplices in scientific search.

- method of learning tasks. The educational task in the technology of developmental education is similar to a problem situation. This is ignorance, a collision with something new, unknown, and the solution of the educational problem consists in finding a general method of action, the principle of solving a whole class of similar problems.

- modeling. To solve a problem theoretically means to solve it not only for a given particular case, but also for all homogeneous cases. At the same time, modeling in the subject, graphic or symbolic form of the method of solving the problem plays an important role. An educational model can be called such an image that captures the general relationship of some integral object and provides its further analysis. The training model acts as a product of mental analysis.

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Source:

https://spravochnick.ru/pedagogika/tehnologii_razvivayuschego_obucheniya/

http://www.eduportal44.ru/Kostroma_EDU/Rovesnik/pedagog/DocLib1/%D0%A0%D0%B0%D0%B7%D0%B2%D0%B8%D0%B2%D0%B0%D1%8E %D1%89%D0%B5%D0%B5%20%D0%BE%D0%B1%D1%83%D1%87%D0%B5%D0%BD%D0%B8%D0%B5.aspx

https://www.ya-parental.ru/professionals/pedagogika/metodika-razvivayushchego-obucheniya-lv-zankova/

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The goal of health-saving pedagogy is to provide the graduate of secondary vocational education with a high level of real health, equipping him with the necessary baggage of knowledge, skills and abilities necessary for leading a healthy lifestyle, and cultivating a culture of health in him. Then the diploma will really be a ticket to a happy independent life, evidence of a young person's ability to take care of his health and take care of the health of other people.

If the philosophy of education answers the question "why teach?" , and the content of education is "what to teach?", then pedagogical technologies answer the question "how to teach?" From the point of view of health saving, the answer is as follows: in order not to harm the health of the subjects of the educational process - students and teachers.

Thus, health-saving educational technologies can be considered both as a qualitative characteristic of any educational technology, its "certificate of safety for health", and as a set of those principles, techniques, methods of pedagogical work that complement traditional technologies of education, upbringing, development with health-saving tasks.

Setting the task of health saving in the educational process can be considered in two versions: the minimum task and the optimum task.

The minimum task corresponds to the fundamental principle of medicine and pedagogy: "Do no harm!" and consists in providing such conditions for training, education, development that do not have a negative impact on the health of students. This task is similar to the concept of student labor protection.

In the traditional sense , labor protection is the prevention of injuries and other obviously harmful effects on the health of a production worker . activity is study, and the task of the head of the educational institution, each teacher is, if possible, to protect the body and psyche of the child during his stay in the educational institution from the effects of obviously traumatic factors . into three groups:

1) environmental and hygienic (natural and environmental);

2) organizational and pedagogical;

3) psychological and pedagogical.

But the implementation of health-saving educational technologies should be understood as an optimal task , including not only the protection of students' health, but also the formation and strengthening of their health, the development of a culture of health among them, as well as the protection of the health of teachers and assistance to them in an effort to competently take care of their health.

The problem-based learning technology is based on the theoretical principles of the American philosopher, psychologist and educator D. Dewey.

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Today, problem-based learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities.

The purpose of problem technology is the acquisition of ZUN, the assimilation of methods of independent activity, the development of cognitive and creative abilities.

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Problem-based learning is based on the creation of a special type of motivation - problematic, therefore, it requires an adequate construction of the didactic content of the material, which should be presented as a chain of problem situations.

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Problematic methods are methods based on the creation of problem situations, active cognitive activity of students, consisting in the search and solution of complex issues that require updating knowledge, analysis, the ability to see a phenomenon, a law behind individual facts.

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A pedagogical problem situation is created with the help of activating actions, questions of the teacher, emphasizing the novelty, importance, beauty and other distinctive qualities of the object of knowledge. The creation of a psychological problem situation is purely individual. Neither too difficult nor too easy cognitive task does not create a problem situation for students. Problem situations can be created at all stages of the learning process: during explanation, consolidation, control.

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The problem situation is specially created by the teacher by applying special methodological techniques :
- the teacher brings students to the contradiction and invites them to find a way to resolve it;
- expresses different points of view on the same issue;
- invites the group to consider the phenomenon from different positions;
- encourages students to make comparisons, generalizations, conclusions from the situation, compare facts;
- raises specific questions (for generalization, substantiation, concretization, logic of reasoning);
- defines problematic theoretical and practical tasks;
- sets problem tasks (with insufficient or redundant initial data; with uncertainty in the formulation of the question; with conflicting data; with deliberately made mistakes; with a limited solution time; to overcome mental inertia, etc.).

It is customary to distinguish between the stages of problem-based learning technology:
1. Statement of the educational problem; organization of a problem situation. The result of this stage is the difficulty of students and the formulation of a problematic issue, which will be the goal of the lesson.
2. Search for a solution to the problem:
- through dialogue;
- hypotheses.
3. Testing hypotheses, starting with a false one.
4. Formulation of the rule, method; comparing it with a scientific model in a textbook.
5. Training in the formulation of educational questions (problems).
6. Carrying out control and verification work with the inclusion of tasks of a problematic nature:
- put a problematic question;
- put forward a hypothesis;
- prove it.

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Today's education must adapt to the rising generation. It is necessary to take into account the characteristics of today's children and introduce new technologies in a modern educational institution.

Soviet teaching principles are becoming obsolete - in 2020 it seems strange to rewrite a huge and tedious exercise by hand or to wade through an outdated textbook released in the last century.

To make learning more lively and interactive, gamification is used - elements of games (including computer and video games) are introduced into the educational process.

Gamification exploits people's natural tendencies to compete, compete, collaborate, and achieve. This technique motivates you to achieve goals and increase productivity. Involvement tools can be levels to be overcome, rewards and rating.

It is worth distinguishing between gamification and game learning. The gaming approach   is learning within a specific game, and gamification  is the application of gaming techniques in everyday processes to increase motivation.

Gamification changes the attitude towards mistakes - children are no longer afraid of the conditional deuce. The ability to complete a mission again is an important principle in a computer game. You can look for a solution as much as you like and each time find new options.

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Virtual reality is especially popular in education. It is one of the fastest growing categories with a CAGR of 51.9% and will continue through 2024.

Virtual reality in education is being used to increase student engagement. Thanks to gamified content, students do not just see the content, but interact with it.

First of all, it is worth paying attention to the fact that gamification is most often used during online learning . This method gives students the opportunity to feel in the game. Special game mechanics, which are designed to increase students' interest in the material and motivate, were created by developers taking into account all gaming learning technologies.

The network has a huge number of different resources that use the gamification method. Of course, they differ from each other, but some are created similar to online games for children, which certainly makes the learning process less tedious and banal. Such programs are structured as follows: the student creates a personal account, which will store points for previously completed tasks, awards and goals for the near future. During classes, the teacher controls the progress of the student, can encourage his efforts with motivating stickers or points. In the program, the student has the opportunity to create his own personal dictionary of new terms, phrases and phrases. Special exercises look like games for lessons, so the student tests knowledge with pleasure, and not with stress, as everyone was used to before.

There are also many applications for gadgets that are completely built on gamification, thanks to which students can learn new words, rules, terms, do exercises and tests, and solve problems in a playful way. By devoting just a few minutes a day to this format of learning, students increase the amount of knowledge and improve their skills.

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The only disadvantage of this approach is that it cannot completely replace all education and should occupy only part of the program, especially when it comes to pre-university education. Even the most active students will get tired of constant games in the classroom.

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Modular learning is associated with the international concept of "module", one of the meanings of which is a functional unit. In this context, it is understood as a complete block of information.

In its original form, modular education originated in the late 60s of the XX century and quickly spread to English-speaking countries. Its essence was that a student, with a little help from a teacher or completely independently, can work with an individual curriculum offered to him, which includes a target action plan, an information bank and a methodological guide to achieve the set didactic goals. The functions of the teacher began to vary from information-controlling to consultative-coordinating. The interaction between the teacher and the student in the educational process began to be carried out on a fundamentally different basis: with the help of modules, the conscious independent achievement of a certain level of preliminary preparedness by the student was ensured.

Algorithm for building a training module :

1. Formation of a block-module of the content of the theoretical educational material of the topic.

2. Identification of educational elements of the topic.

3. Identification of connections and relationships between educational elements of the topic.

4. Formation of the logical structure of the educational elements of the topic.

5. Determining the levels of assimilation of the educational elements of the topic.

6. Determining the requirements for the levels of mastering the educational elements of the topic.

7. Determination of the awareness of mastering the educational elements of the topic.

8. Formation of a block of algorithmic prescription of skills and abilities.

The system of actions of the teacher in preparation for the transition to modular education:

1. Develop a modular program consisting of CDTs (complex didactic goals) and a set of modules that ensure the achievement of this goal.

2. Structure the learning content into specific blocks.

A CDC is formed, which has two levels: the level of assimilation of educational content by students and orientation towards its use in practice.

3. IDCs (integrating didactic goals) are distinguished from the CDC and modules are formed. Each module has its own IDC.

4. IDT is divided into NDTs (private didactic goals) based on them, UEs (educational elements) are allocated.

For managing student learning , the feedback principle is important:

1. Before each module, conduct an entrance control of the students' ZUN.

2. Current and intermediate control at the end of each EC (self-control, mutual control, reconciliation with the sample).

3. Output control after completion of work with the module. Purpose: to identify gaps in the assimilation of the module.

The introduction of modules into the educational process should be carried out gradually. Modules can be integrated into any training system and thereby enhance its quality and effectiveness. It is possible to combine the traditional system of education with the modular one. The whole system of methods, techniques and forms of organization of student learning activities fit well into the modular system of education, work is individual, in pairs, in groups.

The use of modular training has a positive effect on the development of independent activities of students, on self-development, and on improving the quality of knowledge. Students skillfully plan their work, know how to use educational literature. They have a good command of general educational skills: comparison, analysis, generalization, highlighting the main thing, etc. Active cognitive activity of students contributes to the development of such qualities of knowledge as strength, awareness, depth, efficiency, flexibility.

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Workshop technology is an alternative to the classroom organization of the educational process. It uses the pedagogy of relationships, comprehensive education, education without rigid programs and textbooks, the method of projects and immersion methods, and non-judgmental creative activity of students.

The relevance of the technology lies in the fact that it can be used not only in the case of studying new material, but also when repeating and consolidating previously studied material.

A workshop is a technology that involves such an organization of the learning process, in which the master teacher introduces his students to the learning process through the creation of an emotional atmosphere in which the student can prove himself as a creator. In this technology, knowledge is not given, but is built by the student himself in a pair or group based on his personal experience, the master teacher only provides him with the necessary material in the form of tasks for reflection.

This technology allows the individual to build his own knowledge, this is its great similarity with problem-based learning. Conditions are created for the development of creative potential for both the student and the teacher. The communicative qualities of the individual are formed, as well as the subjectivity of the student - the ability to be a subject, an active participant in the activity, independently determine goals, plan, carry out activities and analyze.

This technology allows you to teach students to independently formulate the goals of the lesson, find the most effective ways to achieve them, develop intelligence, and contribute to the acquisition of experience in group activities.

The workshop is similar to project-based learning because there is a problem to be solved. The teacher creates conditions, helps to understand the essence of the problem that needs to be worked on. Students formulate this problem and offer options for solving it. Various types of practical tasks can act as problems.

The workshop necessarily combines individual, group and frontal forms of activity, and training goes from one to another.

The main stages of the workshop.

1. Induction (behavior) is a stage that is aimed at creating an emotional mood and motivating students for creative activity. At this stage, it is supposed to include feelings, the subconscious and the formation of a personal attitude to the subject of discussion. An inductor is anything that motivates a person to action. A word, text, object, sound, drawing, form can act as an inductor - everything that can cause a stream of associations. It may be a task, but unexpected, mysterious.

2. Deconstruction - destruction, chaos, inability to complete the task with the available means. This is work with material, text, models, sounds, substances. This is the formation of the information field. At this stage, a problem is posed and the known is separated from the unknown, work is carried out with information material, dictionaries, textbooks, a computer and other sources, that is, an information request is created.

3. Reconstruction - recreating from the chaos of your project for solving the problem. This is the creation by microgroups or individually of their own world, text, drawing, project, solution. A hypothesis is discussed and put forward, ways to solve it, creative works are created: drawings, stories, riddles, work is underway to complete the tasks given by the teacher.

4. Socialization is the correlation by students or microgroups of their activities with the activities of other students or microgroups and the presentation of intermediate and final results of work to everyone in order to evaluate and correct their activities. One task is given for the whole group, work is underway in small groups, the answers are reported to everyone. At this stage, the student learns to speak. This allows the master teacher to lead the lesson at the same pace for all groups.

5. Advertising is hanging, a visual representation of the results of the work of the master and students. It can be a text, a diagram, a project and familiarization with all of them. At this stage, all students walk, discuss, highlight original interesting ideas, protect their creative work.

6. Gap - a sharp increase in knowledge. This is the culmination of the creative process, a new selection by the student of the subject and awareness of the incompleteness of his knowledge, an incentive to a new deepening into the problem. The result of this stage is insight (enlightenment).

7. Reflection is the student's awareness of himself in his own activity, it is the student's analysis of the activity carried out by him, it is a generalization of the feelings that arose in the workshop, it is a reflection of the achievements of his own thought, his own worldview.

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Case technologies combine role-playing games, the project method, and situational analysis at the same time.

Cases differ from ordinary educational problems (problems usually have one solution and one correct path leading to this solution, cases have several solutions and many alternative paths leading to it).

In case technology, an analysis of a real situation (some input data) is carried out, the description of which simultaneously reflects not only some practical problem, but also updates a certain set of knowledge that needs to be learned when solving this problem.

Case technologies are not a repetition after the teacher, not a retelling of a paragraph or an article, not an answer to a teacher's question, it is an analysis of a specific situation that makes you raise the layer of knowledge gained and put it into practice.

These technologies help to increase students' interest in the subject being studied, develops in students such qualities as social activity, communication skills, the ability to listen and correctly express their thoughts.

The teacher is faced with the task of teaching students both individually and as part of a group:

 - analyze information,

 - sort it to solve a given problem,

 - identify key issues,

 - generate alternative solutions and evaluate them,

 - choose the best solution and form action programs, etc.

In active situational learning, participants in the analysis are presented with facts (events) associated with a certain situation according to its state at a certain point in time. The task of students is to make a rational decision, acting within the framework of a collective discussion of possible solutions, i.e. game interaction.

Case technology methods that activate the learning process include:

1) method of situational analysis (method of analysis of specific situations, situational tasks and exercises; case stages)

2) incident method;

3) the method of situational role-playing games;

4) method of parsing business correspondence;

5) game design;

6) the method of discussion.

So, case technology is an interactive learning technology based on real or fictional situations, aimed not so much at mastering knowledge as at forming new qualities and skills in students.

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Integration is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.

The need for the emergence of integrated lessons is explained by a number of reasons :

1) the world surrounding students is known by them in all its diversity and unity, and often objects aimed at studying individual phenomena break it up into separate fragments;

2) integrated lessons develop the potential of the students themselves, encourage active knowledge of the surrounding reality, to comprehend and find cause-and-effect relationships, to develop logic, thinking, and communication skills;

3) the form of conducting integrated lessons is non-standard, interesting. The use of various types of work during the lesson maintains the attention of students at a high level, which allows us to talk about their sufficient effectiveness.

4) integration provides an opportunity for self-realization, self-expression, creativity of the teacher, contributes to the disclosure of his abilities.

Advantages of integrated lessons:

1) contribute to increasing the motivation of learning, the formation of the cognitive interest of students, a holistic scientific picture of the world and consideration of the phenomenon from several sides;

2) to a greater extent than ordinary lessons, they contribute to the development of speech, the formation of students' ability to compare, generalize, draw conclusions;

3) not only deepen the idea of the subject, broaden their horizons, but also contribute to the formation of a versatile, harmoniously and intellectually developed personality;

4) integration is a source of finding new connections between facts that confirm or deepen certain conclusions, students' observations.

Interaction between teachers can be built in different ways. It can be:

1. parity, with equal share participation of each of them,

2. one of the teachers can act as a leader, and the other as an assistant or consultant;

3. The entire lesson can be taught by one teacher in the presence of another as an active observer and guest.

The process of preparing and conducting an integrated lesson has its own specifics. It consists of several stages .

1. Preparatory .

The purpose of this stage is to arouse students' interest in the topic of the lesson, in its content. There can be various ways of generating interest, for example, a description of a problem situation or an interesting case.

2. Executive .

3. Reflective .

In the final part of the lesson, it is necessary to summarize everything said in the lesson, to summarize the reasoning of the students, to formulate clear conclusions. At this stage, the analysis of the lesson is carried out. It is necessary to take into account all its advantages and disadvantages.

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Collaborative learning is seen in world pedagogy as the most successful alternative to traditional methods.

Cooperation pedagogy is one of the technologies of student-centered learning, which is based on the principles:

- interdependence of group members;

- personal responsibility of each member of the group for their own success and the success of the group;

- joint educational and cognitive activity in the group;

- overall assessment of the group's work.

Collaborative learning is seen as a learning method.  There are several variations of this learning method.

Option 1 ( training in a team )

In this option, special attention is paid to the "group goals" and the success of the entire group, which can be achieved as a result of the independent work of each member of the group in constant interaction with other members of the same group when working on the topic, the issue to be studied. Therefore, the task of each student is not only to do something together, so that each team member acquires the necessary knowledge, develops the necessary skills, and at the same time, so that the whole team knows what each student has achieved. The whole group is interested in the assimilation of educational information by each of its members, since the success of the team depends on the contribution of everyone, as well as in the joint solution of the problem posed to the group.

This option boils down to three main principles:

a) “awards” the team receives one for all in the form of a point score, some kind of encouragement, distinction badge, praise or other types of assessment of joint activities. To do this, you must complete one task proposed for the entire group. Groups do not compete with each other, since all teams have a different "bar" and different time to achieve it;

b) the individual responsibility of each student means that the success or failure of the whole group depends on the success or failure of each of its members. This encourages all team members to follow each other's activities and the whole team to help their friend in mastering and understanding the material so that everyone feels ready for any kind of testing, control check that can be offered by the teacher to any student separately, outside the group;

c) equal opportunities for each student to achieve success means that each student brings to his group points that he earns by improving his own previous results. Comparison, therefore, is carried out not with the results of other students of this or other groups, but with their own, previously achieved results. This gives advanced, intermediate and backward students an equal opportunity to earn points for their team. By trying to improve the results of the previous survey or test, a student of any level can bring his team an equal number of points, which allows him to feel like a full member of the team and stimulates the desire to raise his personal “bar” higher.

Option 2 of training in cooperation ( "Saw" )

Students are organized into groups of 4-6 people to work on educational material, which is divided into fragments (blocks). Each member of the group finds the material in his part.

Then the guys studying the same issue, but in different groups, meet and exchange information as experts on this issue. This is called an "expert meeting" .

Then they return to their groups and teach everything new that they have learned to other members of the group .

Those, in turn, report on their part of the task (like the teeth of one saw).  Since the only way to master the material of all fragments and thus learn to transform expressions is to listen carefully to teammates and take notes in notebooks, no additional effort on the part of the teacher is required. Students are interested in their comrades conscientiously fulfilling their task, as this may affect their final grade.

Reports on the whole topic each individually and the whole team as a whole. At the final stage, the teacher can ask any member of the team to answer any question on this topic.

At the end of the cycle, all students pass an individual control section , which is evaluated. The results of the students are summarized. The team that manages to reach the highest total points is awarded .

Option 3 of the learning method in cooperation ( "Learning together" )

The class is divided into heterogeneous (according to the level of training) groups of 3-5 people . Each group receives one task, which is a subtask of a larger topic, on which the entire study group is working.

As a result of the joint work of individual groups and all groups as a whole, the assimilation of all material is achieved.

The basic principles - rewards for the whole team, individual approach, equal opportunities - work here too. The group receives awards based on the achievements of each student. The teacher is responsible for the issue of completing groups (taking into account the individual and psychological characteristics of each member) and developing tasks for each specific group.

Within the group, students independently determine the roles of each of them in the implementation of a common task (each, therefore, has its own part, its own subtask): monitoring the correctness of the tasks performed by partners, monitoring the activity of each group member in solving a common task, as well as the culture of communication within the group. Thus, from the very beginning, the group has, as it were, a double task: on the one hand, an academic one - the achievement of some kind of cognitive, creative goal, and on the other, a social or, rather, socio-psychological one - the implementation of a certain culture of communication in the course of performing the task. Both are equally significant.

The teacher also necessarily controls not only the success of the academic task in groups of students, but also the nature of their communication with each other, the way they provide the necessary assistance to each other. The successes achieved, on the one hand, affect the result of group and collective work, and on the other hand, they absorb the results of the work of other members of the group, the entire team, since each student uses what is obtained both in independent group work and in collective work. , but already at the next round, when summarizing the results, discussing them and making a common decision, or when performing the next new task, when students use the knowledge gained and processed by the efforts of the whole group.

In order to implement and use the organization of learning in cooperation, to involve each student in active cognitive activity and, moreover, to pay attention to teaching a culture of communication, it is necessary to approach the intended goal gradually and patiently step by step, teaching your students:

1) interact in a group with any partner or partners;

2) work actively, taking the assigned task seriously;

3) communicate politely and kindly with partners;

4) to feel a sense of responsibility not only for their own success, but also for the success of their partners, the whole group;

5) be fully aware that working together in groups is serious and responsible work.

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Multi-level education is a pedagogical technology for organizing the educational process, within which a different level of mastering the educational material is assumed, that is, the depth and complexity of the same educational material is different in groups of levels A, B, C, which makes it possible for each student to master the educational material according to individual disciplines of the program at different levels (A, B, C), but not lower than the basic one, depending on the abilities and individual characteristics of the personality of each student.

The scheme of educational trajectories within the framework of multi-level education is a technology in which the student's efforts to master this material and its creative application are taken as a criterion for evaluating the student's activity. The topics prescribed by the educational standards remain the same for all levels of education. This means that student A is studying mathematics at an intermediate level with student B, but the Russian language is at a strong level with student C, and in a foreign language is studying with student D in the base group. The transition of a student from level to level is possible and in practice is painless, since the content (topic) is the same for all levels.

The technology of multi-level education was developed and implemented at the Moscow ORT Technological School in 1994.

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Opponents of such training believe that it lowers the standards of education, groups students, creates different conditions for different groups and is inhumane in relation to poorly performing students.  and interests of each student. Such training stimulates the development of cognitive interests and helps students overcome difficulties and learn more successfully. This opens up wide opportunities for self-realization, self-knowledge and self-development.

Differentiation according to general abilities is carried out on the basis of taking into account the general level of learning, the development of students, individual features of mental development: memory, thinking, level of attention, cognitive activity.

In the practice of teaching, the material is most often differentiated by the degree of difficulty, independent work and homework, taking into account the level of students' abilities and their inclinations to the subject. A differentiated approach to students ensures success in learning, which leads to the awakening of interest in the subject, the desire to acquire new knowledge, and develop students' abilities.

Advantages:

– increases the activity, performance of students;

- increased motivation to study the subject;

- improving the quality of knowledge.

According to V.V. Guzeev, a supporter of three-level differentiation , it is optimal to single out three levels of student learning:

Level 1 - starting , or minimum (A). It reveals the most important, fundamental, and at the same time the simplest in each topic, provides a mandatory minimum that allows you to create, albeit incomplete, but necessarily a complete picture of the main ideas. The performance of tasks by students at this level meets the minimum requirements of the educational standard. If students, orienting themselves in the educational material by random signs (recognition, recall), choose tasks of a reproductive nature, solve template, repeatedly repeated, previously analyzed tasks, then they are marked “satisfactorily” for completing such tasks.

Level 2 - basic , or general (B). Expands level 1 material, proves, illustrates and concretizes basic knowledge, shows the application of concepts. This level somewhat increases the volume of information, helps to understand the main material more deeply, and makes the overall picture more solid. It requires a deep knowledge of the system of concepts, the ability to solve problem situations within the course. If students can use the method of obtaining certain facts, focusing on local features inherent in groups of similar objects and conducting an appropriate analysis of the facts, solve problems that can be divided into subtasks with a clearly expressed type of connection, then they receive a “good” mark.

Level 3 - advanced (C). Significantly deepens the material, gives its rationale, opens up prospects for creative application. This level allows the child to express themselves in additional independent work. Requires the ability to solve problems within the course and related courses through self-setting goals and choosing a program of action.

If students are interested in the subject, they know more than others, they can find their own way of solving problems; are able to transfer knowledge to non-standard and unfamiliar new situations by completing tasks, then they receive an “excellent” mark.

Multi-level education provides a chance for each child to organize their education in such a way as to make the most of their opportunities, primarily educational ones; level differentiation allows focusing the teacher's attention on working with different categories of children. Given the individuality of each student, and the fact that students in the same group can show different results on a given topic, these three groups are flexible in their composition. A feature of using the technology of leveled education is: the need to design the goals of three levels - reproductive, constructive, creative. For each level, the teacher determines what the student at this level should learn, understand, and be able to do.

It is possible to organize a multi-level approach to teaching at any stage of the lesson.

Multi-level training involves various forms of work : collective, group, individual. Some teachers are afraid that in the process of dividing into groups, the labels “strong”, “average”, “weak” will not stick forever to the students. But the students themselves realize who is who. The purpose of the separation is precisely to bring the requirements for students in line with their capabilities, create optimal conditions for learning and promote the systematic growth of the student, his transition from one group to another.

Multi-level education also makes it possible to bypass the averageness inherent in the standard and make education differentiated according to the abilities of students in individual subjects.

With this training:

– students acquire greater freedom of action;

- they deliberately focus on certain subjects;

- in groups selected in this way, more favorable conditions are created for uniform advancement, taking into account the individual characteristics of students;

- the use of multi-level technology allows each student to take an active part in cognitive activity in the classroom, to comprehend new material with the help of their comrades, to independently apply the acquired knowledge;

- the system of credits in addition to the system of assessment of knowledge, skills adopted in the technology of cooperation, allows you to systematically track the pace of progress of each student;

- the student himself, taking responsibility for his own success and the success of his comrades, gets the opportunity to plan his activities more freely.

We can offer the following recommendations for the rational application of the differential approach:

1. Three-variant tasks according to the degree of difficulty - light, medium and advanced (the choice of option is provided to the student).

2. A common task for the whole group with a proposal for a system of additional tasks of increasing difficulty.

3. Individual differentiated tasks.

4. Group differentiated tasks, taking into account the different preparation of students (the option is determined by the teacher).

5. Equivalent two-variant tasks in rows with a proposal for each variant of the system of additional tasks of increasing complexity.

6. General practical tasks indicating the minimum number of tasks and examples for mandatory tasks and examples for mandatory performance.

7. Individual group assignments of varying degrees of difficulty based on already solved problems and examples.

8. Individual-group tasks offered in the form of programmed cards.

If you do not take into account the individual characteristics of this category of students, do not carry out differentiated work with them in the classroom, do not provide the necessary timely assistance, then already in the classroom they will accumulate a lag in mastering the educational material. Interest in learning may weaken, which will lead to a decrease in academic performance.

After all, many teachers have long recognized the need for a differentiated approach to teaching so that they can devote more time to lagging students, not losing sight of the strong, creating favorable conditions for the development of each and every one, in accordance with their abilities and capabilities, the characteristics of their mental development, character . After all, all children are very different: some are very bright, talented, others not so much. But every child must fulfill himself. In order for this work to give its results, it must be not spontaneous, but purposeful and systematic. The technology of multi-level education involves the creation of pedagogical conditions for the inclusion of each student in activities corresponding to the zone of his proximal development. In the work of a teacher, it is very important to create a situation of success in the lesson, namely, to help a strong student realize his abilities in more labor-intensive and complex activities; weak - to perform a feasible amount of work.

Source: 
Zvereva, N. A. Multi-level and differentiated learning as a factor in improving the efficiency of the educational process in secondary vocational education / N. A. Zvereva. - Text: direct // Pedagogical excellence: materials of the VIII Intern. scientific conf. (Moscow, June 2016). - Moscow: Buki-Vedi, 2016. - S. 35-37.

URL: https://moluch.ru/conf/ped/archive/191/10700/

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Group technology is one of the technologies in the education system, where the leading form of cognitive activity is group.

With this form, a group of students is divided into several groups to solve educational problems, each group receives a task and performs it together under the guidance of a group leader or teacher.

The purpose of the technology is to create the necessary conditions for the development of students' independence, as well as the ability to communicate with society and intellectual abilities through interaction in the process of completing a task in groups independently.

The group form of work is described by I. Pervin, A. G. Rivin, N. Guzik, V.K. Dyachenko, V. Firsova and others.

Group technology makes it possible to organize work in any lesson. This is the work of students in a static as well as a dynamic pair while repeating what has been studied, which makes it possible to check the entire group in a short time, with all this, the student can be both in the role of a student and in the role of a teacher.

It is also possible to apply self-checking and mutual checking after completing an independent task. At the same time, the student feels relaxed, responsibility develops, a correct assessment of his capabilities is formed, everyone has the opportunity to check, suggest, correct, evaluate, which creates a favorable environment.

Benefits :

1) the conditions of the standard system allow this type of lesson to easily fit into the educational process;

2) not only the successful assimilation of the material by all students is ensured, but also the intellectual development of students, their goodwill towards others, as well as the desire to help others.

Tasks and methods of group learning

The group form of training is based on 3 main tasks :

1) concrete-cognitive, directly related to the learning situation;

2) communicative-developing, during which communication skills are developed;

3) social orientation, which helps to educate civic qualities.

Group learning methods in most cases include:

- classroom organization;

- lecture and seminar system;

- forms of differentiation of the learning process;

- method of projects, etc.

Group technologies include:

- mutual enrichment of students in the group;

- organization of group actions, which leads to the activation of cognitive processes;

- distribution of actions and operations;

- communication, without which distribution, mutual understanding and exchange are impossible;

- exchange of methods of action to solve problems that have arisen;

- mutual understanding;

- reflection.

Features of the organization of the work of the group

1) dividing students into groups to solve the educational tasks set by the teacher;

2) receiving a group of certain tasks in order to perform it together under the guidance of a group leader or teacher;

3) performing the assignment in a way that allows for the individual contribution of each to be taken into account and evaluated;

4) the inconsistency of the composition of the group, it is selected taking into account that training opportunities are realized with maximum efficiency for the team;

5) groups can differ: by types of work (designs, solves, investigates the problem), by topics of work, by levels of complexity.

Elements of the technological process of group work:

1. Preparation for the task.

2. Work in a group.

3. The final part.

Discussion rules:

I criticize ideas, not people.

- My goal is to come up with the best solution, not to win.

I listen to ideas even if I don't agree with them.

- I find out all the ideas and facts related to both positions.

- I try to comprehend and understand both views on the problem.

- I can change my point of view under the influence of convincing arguments.

Source:

https://spravochnick.ru/pedagogika/teoriya_obucheniya/tipy_gruppovyh_tehnologiy_obucheniya/

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The term "traditional education"   means, first of all, the class-lesson organization of education that developed in the 17th century. on the principles of didactics formulated by Ya. A. Comenius, and still prevailing in the schools of the world.

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The hallmarks of traditional classroom technology are as follows: 

- students of approximately the same age and level of preparation make up a class that retains a basically constant composition for the entire period of schooling; 

- the class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day: 

- the main unit of classes is a lesson; 

- the lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material;  

- the work of students in the lesson is supervised by the teacher: he evaluates the results of studies in his subject, the level of learning of each student individually and at the end of the school year decides to transfer students to the next class;  

- study books (textbooks) are mainly used for homework. 

The school year, school day, lesson schedule, school holidays, breaks, or, more precisely, breaks between lessons are attributes of the class-lesson system.

Learning objectives are a mobile category that includes, depending on a number of conditions, certain components.

In Soviet pedagogy, learning goals were formulated as follows:  

- formation of a knowledge system, mastering the basics of science; 

- formation of the foundations of the scientific worldview; 

- comprehensive and harmonious development of each student; 

- education of ideologically convinced fighters for communism, for the bright future of all mankind; 

- education of conscious and highly educated people capable of both physical and mental labor.

Thus, by its nature, the goal of learning technologies (TO) is the education of a person with given properties.

In terms of content, the goals of TO are focused primarily on the assimilation of knowledge, skills, and skills (ZUN), and not on the development of the individual (comprehensive development was a declaration).

In the modern mass Russian school, the goals have changed somewhat - ideologization has been excluded, the slogan of comprehensive harmonious development has been removed, there have been changes in the nature of moral education, but the paradigm of presenting the goal in the form of a set of planned qualities (training standards) has remained the same.

The mass school with traditional technology is still a "school of knowledge", retains the primacy of individual awareness over its culture, the predominance of the rational-logical side of cognition over the sensory-emotional side.

Conceptual provisions.

The conceptual basis of TO is formed by the principles of pedagogy, formulated by Ya. A. Komensky:  

- scientific (there can be no false knowledge, there can only be incomplete); 

- natural conformity (learning is determined by development, not forced); 

- consistency and systematic (sequential linear logic of the process, from particular to general); 

- accessibility (from known to unknown, from easy to difficult, assimilation of ready-made ZUN); 

- strength (repetition is the mother of learning); 

- Consciousness and activity (know the task set by the teacher and be active in executing commands); 

- visibility (attracting various senses to perception); 

- connection between theory and practice (a certain part of the educational process is devoted to the application of knowledge); 

- taking into account age and individual characteristics.

Learning  is the process of transferring knowledge, skills, social experience from older generations to the younger ones. This holistic process includes goals, content, methods and means.

Content Features.

The content of education in the traditional mass school was formed back in the years of Soviet power (it was determined by the tasks of the industrialization of the country, the pursuit of the level of education of technically developed capitalist countries, the general role of scientific and technological progress) and is still technocratic to this day. Knowledge is addressed mainly to the rational beginning of the personality, and not to its spirituality, morality. - 75% of school subjects are aimed at developing the left hemisphere, only 3% are allocated to aesthetic subjects, and very little attention was paid to spiritual education in the Soviet school.
The traditional system remains uniform, non-variable, despite the declaration of freedom of choice and variability. Planning of training content is centralized. Basic curricula are based on uniform standards for the country. Academic disciplines (basics of sciences) define "corridors" within which (and only within) the right to move is given to the child.

Education has overwhelming priority over education. Educational and educational subjects are not interconnected. Club forms of work occupy 3% of the academic ones in the amount of funding. In educational work, the pedagogy of events and the negativism of educational influences flourish.

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Features of the methodology .

Traditional technology is primarily an authoritarian pedagogy of requirements, teaching is very weakly connected with the inner life of the student, with his diverse requests and needs, there are no conditions for the disclosure of individual abilities, creative manifestations of the personality.

The authoritarianism of the learning process is manifested in:  

- regulation of activities, coercion of educational procedures ("school rapes a person"); 

- centralization of control; 

- Orientation towards the average student ("school kills talents").

The position of the student: the student is a subordinate object of teaching influences, the student "should", the student is not yet a full-fledged personality, an unspiritual "cog".

The position of the teacher: the teacher is the commander, the only initiative person, the judge ("always right"); the elder (parent) teaches; "with an object for children", "striking arrows" style.

Learning methods are based on: 

- communication of ready-made knowledge;

- pattern learning; 

- inductive logic from particular to general; 

- mechanical memory; 

- verbal presentation; 

- reproductive reproduction.

The learning process as an activity in TO is characterized by a lack of independence, weak motivation for the student's educational work. 

As part of the child's learning activities: 

- there is no independent goal setting, the teacher sets the learning goals;  

- activity planning is carried out from the outside, imposed on the student against his will; 

- the final analysis and evaluation of the child's activities are not carried out by him, but by the teacher, another adult.

Under these conditions, the stage of implementation of educational goals turns into work "under pressure" with all its negative consequences (alienation of the child from school, education of laziness, deceit, conformism - "school disfigures the personality").

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Evaluation of student activities .

Traditional pedagogy has developed criteria for a quantitative five-point assessment of students' knowledge, skills and abilities in academic subjects; assessment requirements: individual character, differentiated approach, systematic monitoring and evaluation, comprehensiveness, variety of forms, unity of requirements, objectivity, motivation, publicity.

However, the school practice of TO reveals the negative aspects of the traditional grading system. Quantitative assessment - a mark - often becomes a means of coercion, an instrument of the teacher's power over the student, psychological and social pressure on the student. The mark as a result of cognitive activity is often identified with the personality as a whole, it sorts students into "good" and "bad".

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Source:

https://infourok.ru/tradicionnie-pedagogicheskie-tehnologii-v-klassno-urochnoy-organizacii-obucheniya-2593065.html

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Modern technologies in education make it possible to acquire knowledge remotely, to a greater extent and with less time and money. There are new ways of interaction between teacher and student. When choosing an educational institution, the emphasis shifted to the quality of education, and not to proximity to the place of residence.

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The education system is going through the stage of merging with the global information space. This allows you to use modern ways of studying the material, which are becoming more comfortable and accessible.

Technical devices (computers, smartphones, tablets, and so on) are the basis of the modernization process in the education system. With their help, you can study the material qualitatively without reference to the place of employment.

Distance technologies in education allow students and teachers to interact, regardless of where they live. To do this, carry out:

 - webinars;

 - online meetings in instant messengers and services;

 - practice in modern computer rooms;

 - access to personal accounts on special sites, etc.

E-education and information technologies make it possible to expand the opportunities for people to learn. Studying online allows you to quickly find up-to-date information on the topic under study. An updated database is used instead of outdated textbooks. Also, for distance learning, a convenient information environment is created, including modern computers, interactive whiteboards, etc.

If e-learning by distance is possible from home, students can gain knowledge without visiting classrooms. It also affects the quality of mastering the material. Classes at home are great for people who have problems with socialization.

The impact of technology on education.

Until 1970, industrial projects were actively developing:

 - aviation;

 - nuclear energy;

 - space industry;

 - HPP, NPP, etc.

In subsequent years, the emphasis began to shift to the field of electronics, microelectronics, information carriers, information transmitters and other areas.

Now technology and information serve as the foundation for the study of science, the establishment of production and the improvement of life. The influence of modern technologies on education has proved to be decisive for its dissemination. This has led to the fact that it is not the information itself that is valued, but the ability to find it. 

The importance of knowledge of computer programs, systems and services has also increased. For example, 50 years ago, a drawing had to be created using hand tools and your own knowledge. Knowledge of programs and technical device is now required. The use of modern systems made it possible to minimize the likelihood of error and the human factor.

Modern information technologies have made it possible to give access to knowledge to almost all mankind in a short time. This became possible due to the reduction in the physical size of computing modules and processors. For example, computers of the last century could not compete with modern computers due to their huge size, but low power.

In 1975, Gordon Moore made adjustments to Moore's Law, according to which the number of transistors would double every two years. Consequently, the development of the capacities of computers, microcomputers and other devices is exponential. This affects not only the speed of calculations, but also the cost of technical devices.

Thus, distance technologies in education become cheaper, and more people have access to educational resources. The availability of the Internet, computers and ways of learning can improve the overall level of literacy of the population. Cheaper production of computer technology also affects the growing demand for distance learning.

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The impact of information technology on education from 2020

In 2020, the coronavirus, COVID-19, has been actively spreading around the world. Many countries have imposed restrictions on mass events, a ban on visiting crowded places. Distance forms of education have been introduced in schools, universities and other organizations.

Despite this, distance technologies in education have allowed this area to survive and strengthen its position. As a result of prohibitions and the risk of acquiring an infection when communicating with people, many have switched to studying using the Internet.

Schools, secondary vocational vocational schools, universities and centers for further vocational education have changed the way of learning or improved existing distance courses in a short time. The standard education programs have been changed to an interactive format. Now information can be obtained not only in person, but also via the Internet.

E-education and distance technologies have allowed people to improve their skills, undergo professional retraining and short-term training on the job. Schoolchildren and students were also able not to stop their studies, but to adapt to new ways of obtaining information.

A number of Russian universities, as well as modern CVE centers, have already introduced new teaching systems until 2020, so the pandemic only pushed many universities and educational centers to natural changes in a shorter period of time.

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Perspective Learning

E-learning and distance courses allow you to improve the qualifications and level of knowledge of specialists in various fields of activity. It also takes less time to prepare.

If a person decides to take advanced training courses remotely, he can save the budget. Distance courses are also an opportunity to find a suitable educational institution not only in your city, but throughout Russia or even in the world. Therefore, courses and training programs from more prestigious organizations are becoming more accessible.

Now it is enough for qualified specialists to use distance technologies in education. This will allow employees to remain in demand and improve the quality of labor functions.

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Disadvantages of new digital technologies

The process of learning with the help of the Internet is developing rapidly. However, not all teachers are ready to change the usual method of work to a more advanced one. E-learning and distance delivery methods should develop the need for knowledge. But the inept use of modern technology leads to a deformation of perception.

The complete restriction of live communication, dependence on social approval and the lack of the opportunity to speak out - all this can only lead to negative consequences of such a system. If e-education has no structure, but is offered only as an optional supplement, the quality of education will suffer.

An important role in the development of e-learning is played by the state, which should stimulate the development of digital technologies.

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Benefits of new technologies for education

Just 20 years ago, a disease could stop the learning process - a person could not absorb the material by skipping classes. Now students can study disciplines even on sick leave. Also, remote technologies have an additional number of advantages:

 - training in a convenient place;

 - stimulation for self-education;

 - quick and easy information search;

 - lack of territorial attachment;

 - improving knowledge on how to use information technology;

 - access to information is not limited to the literature of the educational institution and so on.

The intellectual level and the ability to self-learning increases with the use of telecommunication technologies. This has a positive effect on the education of people, helps to learn self-discipline and correctly seek information for future work.

E-learning and distance courses help senior faculty learn new and change the way they learn. As a result, it is possible to improve the education system, which will combine the practical skills of an experienced teacher and new theoretical information about the direction of activity.

Using a computer to get acquainted with the material develops abstract thinking. For this, videos, audio files, presentations and much more are used.

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In the modern period, the modernization of the classroom-lesson system of education was carried out by a teacher from the Odessa region N. P. Guzik .

The teacher gives students the material in large blocks, each of which includes one large or several small topics. This allows students to learn the cause-and-effect relationships in the whole complex of phenomena on a given topic.

In the second lesson, the teacher conducts a secondary analysis of the same topic, including elements of a conversation in the lecture, demonstrates an educational experiment and an educational film. Students comprehend the logic of the disclosure of the topic and write down the main thoughts, formulas and calculations in their notebooks.

The next four lessons are devoted to laboratory classes, in which students independently work on the topic. Tasks are given to students differentiated by three options. Students get acquainted with all three options and choose the one they think they can handle in the allotted time. The teacher assists students during work.

The last lesson on the topic is credit.

So, organizational forms of education are an external expression of the coordinated activity of teachers and pupils, carried out in the prescribed manner and in a certain mode. They have a social conditionality, regulate the joint activities of the teacher and pupils, determine the ratio of the individual and the collective in the educational process, the degree of student activity in educational activities and the methods of managing it by the teacher.

The lecture-seminar system of education has practically not undergone significant changes since its inception. Lectures, seminars, practical and laboratory classes, consultations and practice in the chosen specialty still remain the leading forms of education within the lecture-seminar system. Its invariable attributes are colloquia, tests and exams .

The use of the lecture-seminar system of education has a number of significant advantages:

1) students' awareness of the learning process;

2) the possibility of active inclusion in it;

3) planning their activities;

4) the ability to build the educational process at different levels of complexity;

5) the ability to widely use non-traditional forms of education.

In general, the use of the lecture-seminar system is not only possible, but also necessary, it allows you to qualitatively improve the educational process, increase the strength of the knowledge gained, and significantly develop the skills of independent work of students.

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"Technology will not replace teachers. But teachers who use 

technology may replace those who do not use it"

Ray Clifford

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Recently, in educational institutions of many developed countries, the “flipped classroom” system has become widespread, which has radically changed the approach to learning and acquiring knowledge.

Clintondale High School in Detroit, USA was the first school in the world to completely switch to the "flipped" system. The model or methodology of the educational process "flipped classroom" is a kind of blended learning - a combination of the traditional form of obtaining knowledge with elements of electronic distance learning (Learning Management System): modern information technologies.

“Flipped classroom” is a learning model in which the teacher provides theoretical material for self-study at home (in electronic form), and in class, students undergo practical consolidation of the learned information.

What is the essence of the “flipped classroom” methodology ? Students do their homework in the classroom, study the topic in more detail, go through practical tasks, ask questions on the topic, and the theoretical part of the curriculum (basic information on the topic) is passed in their free time using gadgets (mobile devices, computers) in audio format /video lessons, presentations, webinars or interactive tests.

In a flipped class session, the teacher has time for individual work with students, which is almost impossible to do in a traditional education system, especially if there are more than 10-15 people in a group.

  The innovative "flipped classroom" learning model makes it possible, without super speed, to pay attention and highlight the work of each student in a group or course. Online learning materials allow students to work "offline" - regardless of the pace of other students.

The traditional system assumes that students must move through the pages of the textbook at the same speed. Unfortunately, this is impossible, since all people are individual in their perception of information, this is stated in many studies on the functioning of the brain and memory. In the inverted model, those who understand the topic simply move on to the next stage, and those who do not fully understand spend a little more time, while no one suffers.

During classes in the classroom, it becomes possible to communicate with the teacher, ask questions, and the teacher to explain the "tangled" points, because the whole theory goes to independent (home) study.

Lecture materials are available at any time, even if the student is ill or otherwise unable to attend the class. As a result: the schedule of the student and the teacher becomes flexible, which the system of education that we are accustomed to does not allow us to achieve.

Flipped Classroom is often confused with eLearning, but electronically presented information is just one part of a blended learning approach that offers great, if not huge, benefits to learners.

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An important component and advantage of the “flipped classroom” is the use of modern technologies and the functionality of online distance learning - vodcasts, podcasts and pre-casting.

A podcast is a short audio lecture that a student can listen to online on a mobile device or computer.

Vodcast (Vodcast) is about the same as a podcast, only with video files.

Pre-Vodcasting is a vodcast with a full lecture, which allows you to get an idea of a topic even before the lesson in which this topic will be considered.

The main disadvantage of the implementation of the flipped classroom model is the need to “rework” the curriculum for online distance learning (LMS) - to develop lectures in video and audio format, to create a system for testing and checking the acquired knowledge. It is also necessary to reshape the curriculum and divide the available material in such a way that some of it is transferred online, and some is left for work in class.

When using this learning model, the teacher can quickly adjust the lesson scenario if he has information about the success of mastering new material at home by each student. For example, a teacher can organize a role play for students who have successfully mastered new material while working with a group of students who have not familiarized themselves with the new material at home or have not understood it.

The flipped classroom does not always meet the high standards of blended learning due to the fact that not all teachers are ready to conduct classes in the classroom in a practical, interactive format.

The flipped classroom model was first tested in Russian schools in 2012-2013.

7 forms of "inverted class"

1. Standard inverted class:

Students receive homework - watching video lectures and reading learning materials related to the topic of the next lesson. In the classroom, they practice what they have learned, and their teachers have more time to practice / reinforce the topic.

2. Discussion Oriented Flipped Classroom:

Teachers give lecture videos, as well as any other video or reading related to the topic of the lesson (for example, TED Talks, YouTube videos, etc.). And the time in the lesson is then devoted to discussion and project activities. This can be a particularly useful approach in subjects such as history, art, or native/foreign language.

3. Demo Oriented Flipped Class:

It is especially good in those subjects that require students to accurately memorize and repeat actions: for example, in chemistry, physics, and mathematics. In this model, the teacher uses software to record and then demonstrate their activities so that students can work at their own pace.

4. Fake Inverted Class:

This idea is ideal for those students who may find any actual homework unacceptable. This model allows students to watch the lecture video in class - at their own pace, and the teacher can move from student to student to offer any individual assistance.

5. Group Flipped Class:

This model adds a new element to help students learn from each other. Work on a new topic begins in the usual way with lecture videos and other resources at home, and a new one begins when students form groups and work on assignments together. This format encourages students to learn from each other, helps not only to learn the correct answers, but also to explain to the partner why they are correct.

6. Virtual Flipped Classroom:

For students, this flipped classroom model can completely eliminate the need for traditional face-to-face learning. Teachers share lecture videos for viewing, give homework, and collect finished ones - all through online learning management systems.

7. Flipped Teacher :

In this model, all videos created for the flipped classroom are not taken from the Internet and are not created by the teacher, but by the students. Thus, they demonstrate their knowledge and skills. This is a game in which the student takes on the role of a teacher, and its goal is to teach the teacher.

In order to decide whether or not a “flip” is needed or how to do it effectively, you need to remember 12 simple rules of the flipped class .

1. To flip or not to flip? - That is the question.

Why do you want to flip the lesson? Maybe not worth it? What benefit will "flipping" bring to your students? Will it add value to your subject and your lesson? You should be able to answer these questions before you start using flipped learning.

2. Make the beginning of the "flip" effective (not to be confused with "showy"! though...).

Don't know where to start "flipping"? Choose a topic that your students face all the time, every day, every lesson. Show a video that explains the flipped classroom concept, and then use as much time as the students need to answer their questions, teach them how to help each other.

3. Make sure students have a high speed internet connection

Do your students have home internet access? If not, can they use the computer labs at the school after school? If the answers to both questions are “no”, consider other ways your students can access video content (you can just not use video, for example, or replace it with good old lecture printouts :)!).

4. Size matters!

Choose short interesting videos! Once they exceed 10 minutes, your students will stop watching.

Remember: 1-2 good videos are better than 3-4 mediocre ones, and 2-3 short ones are better than one very long one.

5. Teach Video Watching Skills

Don't assume that students already know how to watch instructional videos. Show how to do it: first they have to watch all the videos (without notes), then repeat the viewing, but with notes and notes, finally, a third time, adding their thoughts and notes.

6. Remember about reports!

If students don't have to verify they watched the video, they won't watch it (especially if you break rule #7)! Ask them to take notes as they watch and share their thoughts and ideas. It is good to use short quizzes and tests immediately after watching.

7. Down with duplicates!

Don't show homework videos in class. This not only wastes study time, but also defeats the very purpose of flipped learning - to get easy learning material (lectures) OUTSIDE (!) of the class so that IN (!) the class you can fulfill rule number 8 ...

8. Don't lecture twice

If students watched the video outside of class, then when they come to class, don't lecture again. Instead of this:

- Give instructions to resolve errors and confusion.

- Engage students in higher-level thinking (discussing what-if scenarios, problem solving, topic analysis, summarizing key ideas).

- Assess students' understanding of the most important points of the topic.

- Interest, motivate students with more ambitious, extraordinary examples, problems or tasks.

- Help lagging and insecure students, give them more practice.

9. Pay attention to speech, to language.

Whatever the content of the video is fascinating and interesting, but everything can be spoiled by slurred diction or a foreign language unfamiliar to students. Make sure the speaker on the video is clear, slow, and understandable. If possible, turn on YouTube's closed captioning feature. This will help with understanding.

10. Start creating your own content

Use PowerPoints, Podomatic, screen with Echo360, any simple free tools like Zaption or Jing to create your own video.

11. By the way: you can do without video at all!

Students do not need to watch videos at all - they can interact with multimedia, experience something, read opposing opinions (in textbooks, on the Internet) on the same problem and prepare for the lesson and class discussion.

Flipped learning is not related to video or technology. You simply make the best use of class time so that students can dive deep into the content.

12. Flip and roll slowly

Don't get overwhelmed, start small and see how it goes. Challenge students to find interesting, high-quality content on a given topic. Don't be surprised if it turns out better than yours!

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How this technique is applied in Russia
1. “Flipped class” should be introduced gradually

It is necessary that students be ready for it: you can’t just take and throw out a new topic in the same video lectures. Most likely, this will lead to the fact that half of the group simply does not do their homework or does not understand what is required of them.

2. It is not necessary to manually record video lectures

It is much more useful when students study the topic on their own at home. The main thing is that it should not be just passive browsing. 

3. Students will not get motivated right away.

This is creative work, not just something they heard in class and could immediately use in an assignment. To begin with, you need to give interesting topics that seem to be non-standard, but still allow you to get some information. You can do tests or text tasks that are checked automatically. It is very convenient and the students like it. They can take this test at any time, look at the result, see the correct answers and their mistakes. 

4. The textbook remains a source of information

Despite the fact that I try to give additional materials or primary sources, I work with a textbook during the lesson. This is important because students see how these topics are presented by modern historians. The textbook is the quintessence of what is happening now.

It is adapted to the minimum that you need to know, and also to the age of schoolchildren. When students understand that history and social studies are not boring, they will be motivated. Then you can already give the theory at home.

There are examples when the textbook was completely abandoned within the framework of the “flipped class” or some paragraphs from the textbook were studied at home. Usually this is either information already structured by the teacher, or video lectures based on textbook materials.

5. Everyone has access to resources in Russia

There is such a misconception that people live in the villages as in the Stone Age and there is no civilization there. Such a problem really existed five years ago: when I started implementing this technique, it happened that someone did not have the opportunity to access the Internet. Then I transmitted information on flash drives. But now this is not a problem, but, on the contrary, one of the opportunities for rural children to be on a par with urban ones. Now inequality in access to educational resources has been greatly reduced. And it will continue to shrink.

6. Flipped classroom is not a panacea

Like any teaching method, it has its pros and cons. The teacher should consider how important this or that topic is in the course, how much this knowledge can be “turned over”. There are some themes that are simply not suitable for this.

You can’t completely get away from the usual classroom system. It all depends on what the teacher sees in flipped learning. If your lessons are not meaningfully supplemented by anything, then there is simply no great benefit from the “flipped class”.

Sources:

https://mel.fm/shkola/928534-flipped_classroom

https://etutorium.ru/blog/perevernutyj-klass

https://newtonew.com/school/flipped-classroom-in-russia

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The system of innovative assessment "portfolio" can also be attributed to the number of modern educational technologies.

Portfolio (in the broad sense of the word) is a way of recording, accumulating and evaluating the individual achievements of a student in a certain period of his education.

An important goal of a portfolio is to present a report on the process of a teenager’s education, to see a “picture” of significant educational results, in general, to ensure the tracking of a student’s individual progress in a broad educational context, to demonstrate his ability to practically apply the acquired knowledge and skills.

The portfolio is not only a modern effective form of assessment, but also helps to solve important pedagogical tasks:

1) maintain high learning motivation of students;

2) encourage their activity and independence, expand opportunities for learning and self-learning;

3) to develop the skills of reflective and evaluative (self-evaluative) activities of students;

4) to form the ability to learn - to set goals, plan and organize their own learning activities;

5) to promote individualization (personalization) of education of students;

6) lay additional prerequisites for successful socialization.

portfolio types.

The developers of portfolio models in Russia focused on three types of portfolios that are common abroad: indicative, working, and evaluative. By analogy with them, three types of portfolios and recommendations for their use were proposed.

1. Portfolio of documents - a portfolio of certified (documented) individual educational achievements. Such a model assumes the possibility of both qualitative and quantitative evaluation of portfolio materials. The final document is presented as an insert to the certificate and contains the final score, as well as a list and assessments of the certificates included in it. Documents or their copies can be placed in the attachment to the portfolio.

Advantages : the final score makes this type of portfolio an effective mechanism for determining the student's educational rating, as it can become a significant component of this rating (along with the grades obtained during the final certification).

Disadvantages : this type of portfolio gives an idea of the results, but does not describe the process of the student's individual development, the diversity of his creative activity, his learning style, interests.

2. The portfolio of works is a collection of various creative, design, research works of the student, as well as educational and creative activities: participation in scientific conferences, competitions, training camps, passing elective courses, various kinds of practices, sports and artistic achievements. This section of the portfolio is designed in the form of a student's creative book with the application of his work.

An example of entries in the "Portfolio of work":

— research papers and abstracts;

— design work;

– technical creativity: models, layouts, devices;

- works of art;

— elective courses and electives;

— various practices;

– classes in institutions of additional education;

– participation in scientific conferences, training seminars;

- sports achivments;

— another.

Advantages : a portfolio of this type gives an idea of the dynamics of the student's educational and creative activity, the focus of his interests.

Disadvantages : a qualitative assessment of the portfolio complements the results of the final certification, but cannot be included in the student's educational rating as a total component.

3. The feedback portfolio includes characteristics of the student's attitude to various types of activities, presented by teachers, parents, possibly classmates, employees of the additional education system, as well as a written analysis of the student himself of his specific activity and its results._cc781905-5cde-3194-bb3b- 136bad5cf58d_

The portfolio can be presented in the form of texts of conclusions, reviews, testimonials, summaries, essays, letters of recommendation.

An approximate list of documents "Portfolio reviews":

- Conclusion on the quality of work performed;

— review of an article published in the media;

– feedback on work in a creative team, on a speech at a scientific and practical conference;

- a resume prepared by the student, with an assessment of their own educational achievements;

- an essay by a student about his future;

— a letter of recommendation on the internship;

— another.

Benefits : this form of portfolio makes it possible to "turn on" the student's self-assessment mechanisms, which increases the awareness of the processes associated with learning and choosing a profile direction.

disadvantages : the complexity of formalizing and accounting for the collected information.

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Mind maps are a tool for visually displaying information that allows you to effectively structure and process it.

The English phrase Mind map literally translates as "mind map" ("map" - map, "mind" - mind). There are other translations of this concept: a mental map, a map of thoughts, a connection diagram or an associative map.

A mind map is a tree-like diagram that depicts words, ideas, tasks, or other concepts connected by branches extending from a central concept or idea. Branches in the form of smooth lines are indicated and explained by keywords or images.

Mind maps are the development of Tony Buzan , a British writer, lecturer and consultant on intelligence, the psychology of learning and thinking problems. According to the developer, the mind map is a powerful graphic method that provides a universal key to releasing the potential hidden in the brain. Due to this, the method of mind maps can be used in any area of life where it is necessary to improve the intellectual potential of a person or solve various intellectual problems.

The very process of creating mind maps was called mind mapping (eng. mindmapping ) and today is recognized as a convenient and effective technique for visualizing thinking and alternative recording - in contrast to the traditional linear form using text, lists, tables and diagrams.

How do people usually write down their thoughts? They write texts, adding tables, graphs, diagrams, etc. if necessary. And even if they have developed their own system of abbreviating words, highlighting the main ideas, the content does not fundamentally change from this - the linear notation remains linear. Getting to the bottom of long linear text can sometimes take a lot of effort. Such a text is difficult to remember, it is difficult to highlight the main thing in it, and the most unpleasant thing is that interest in what is written can disappear so much that the idea simply will not be implemented.

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In mind mapping, on the contrary, tools are used that allow you to diversify the recording as much as possible and thereby activate perception. Different line weights, different colors of branches, precisely chosen keywords, images and symbols that are meaningful to you personally - all this creates a vivid visual product that will not leave you indifferent.

Thanks to this, the technique of mental maps helps not only to organize and organize information, but also to better perceive, understand, remember and associate it.

Mind maps in the work of a teacher

What gives the use of mind maps?

- The ability to quickly grasp the essence of what was said, read, seen.

- More precise planning - not from logic, but from importance.

- Gains in time.

- Better focus on the material being studied.

- Creativity, creativity.

Mind maps have already found acceptance in areas such as:

- education;

- memorization;

- presentations;

- planning;

- brainstorm;

- making decisions.

Some of the possibilities of using mind maps in the work of a teacher:

- self-education: what to study, where, when;

- synopsis: educational objects, characteristics, conclusions, sources;

- portfolio: courses, creative works, achievements, publications, methodological developments;

- methodological development: topic, tasks, plan, criteria, implementation, analysis, reflection;

- writing an article: topic, introduction, main part, conclusion;

- planning: thematic plan, educational work plan, lesson plan.

Directly in the lesson , the teacher can use mind maps:

- when presenting new material;

- to comprehend and consolidate the studied material;

- when summarizing and systematizing the studied material;

- at the stage of control of knowledge, skills and abilities of students.

Mind mapping tools

Initially, mind maps were drawn almost exclusively on paper with a pen and colored markers. Later, special services appeared for creating mental maps on the network or on a computer.

Tony Buzan gives some tips for creating mind maps on paper :

1. Key words are placed not in rectangles or all sorts of bubbles hanging on branches coming from the main idea, but on the branches themselves.

2. Branches should be lively and flexible to avoid the creation of monotonous objects.

3. Only one keyword is written on each line. Spelling words separately can lead to new ideas.

4. The length of the line is equal to the length of the word.

5. Words are written in capital letters. They should be clear and easy to read.

6. The size and thickness of the letters and lines should vary depending on the importance. This will allow you to add variety, help you focus on the main thing.

7. Various colors are used. Each branch can have its own color.

8. Pictures and symbols should be used, especially in the central part.

9. The space must be filled, there must be no empty spaces on the map, but it must not be overloaded. A4 paper is used for small cards, and A3 for larger ones.

10. If the branches have grown too large, they can be enclosed in contours so that they do not mix with neighboring branches.

11. The sheet must be placed horizontally. Then it will be more convenient to read the map.

12. When the creation of the map is completed, you should visually evaluate it. In case some branch seems ugly, this means that the question needs to be improved, there is little clarity in understanding this part of the question.

Mind mapping software

Internet Services :

1. bubbl.us

– only 3 cards are free;

- English-language interface;

– saving the map as an image;

- you can share the map, send by mail;

– it is possible to create a map without authorization without online saving.

2.cacoo.com

– free service;

- the Russian-language interface is partially implemented (after authorization, you can set the Russian language, but not all elements will be in Russian);

– saving the map as an image;

- you can share the map, send it by mail, embed the map in your Internet resource;

– it is possible to work together with the map of several people.

3 mindmeister.com

– only 3 cards are free;

– Russian-language interface;

- advanced editing options compared to bubbl.us;

– saving the map as an image;

- you can share the map, send it by mail, embed the map in your Internet resource;

– it is possible to create a map without authorization without online saving.

4. Canva.com​

- free service (as part of the Canva for Education international social project, teachers can apply for lifetime free access to the premium version of Canva Pro);

- Russian-language interface (more than 450 Cyrillic fonts are available for work);

- a large number of templates;

- built-in editor allows you to choose the optimal combination of colors;

- it is possible to work in a team (class, group);

- team members can leave comments for each individual element of the mindmap;

- ready-made mind maps can be downloaded as an image, PDF file, embedded in an Internet resource, saved in a personal cloud storage (Google Drive, Dropbox, OneDrive), etc.

- there is a web version and versions for mobile devices (Android and iOS) (all changes are synchronized automatically).

Free programs for installation on a personal computer :

1. Freemind is one of the most widely used free mind mapping software.

– intuitive control;

– availability of basic functionality for building Mind maps;

– the ability to save the map in various formats (jpeg, pdf, html, etc.);

– it is necessary to install Java before installing the program;

– it is impossible to attach documents and files to branches;

– graphic elements of rather low quality, but you can attach your own.

2. XMind is a free program for creating mind maps, to register, just fill out a small form on the site

- after registering on the site, you can post your cards on the Internet resource of the same name;

- for a small fee, you can get additional features: audio notes, map sharing, task information, filtering, presentation mode;

– the free version does not include file conversion to pdf, text document, PowerPoint, MindManager.

3. Edraw Mind Map (Free Version) - a free program for drawing mind maps, differs from its counterparts in that it is built on vector graphics. The construction of mental maps in this program resembles the assembly of a constructor: you can add a picture, an arrow, a topic to any part of the workspace;

- many design options for graphic elements (arrows, topics, lines, background);

- a lot of room for creativity, because elements can be added to any part of the workspace;

- you can use the "pencil" to draw lines of any shape and size and sign them;

- any vector editor differs from the usual work with raster images;

- if you have no experience with vector graphics, you will need to spend some time getting used to it.

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Source:

http://e-asveta.adu.by/index.php/distancionni-vseobuch/obuchenie-online/sredstva-vizualizatsii-informatsii/59-mind_maps

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