Pair form of work in the lesson. Paired learning technology

The concept of training form

Students’ activities to master the content of education are carried out in various forms.

The Latin word forma means the external outline, appearance, structure of something. In relation to training, the concept “form” is used in two meanings: the form of training and the form of organization of training.

Form of study as a didactic category means the external side of the organization of the educational process. It depends on the goals, content, methods and means of teaching, material conditions, the composition of participants in the educational process and its other elements.

There are various forms of training, which are divided according to the number of students, time and place of training, and the order of its implementation. There are individual, group, frontal, collective, paired, classroom and extracurricular, classroom and extracurricular, school and extracurricular forms of education. This classification is not strictly scientific, but it allows us to somewhat streamline the variety of forms of education.

Individual form of traininginvolves interaction between a teacher and one student.

IN group forms of trainingStudents work in groups created on various bases.

Frontal form of traininginvolves the teacher working with all students at once at the same pace and with common tasks.

Collective form of educationdiffers from the frontal one in that students are considered as an integral team with their own characteristics of interaction.

In pair training the main interaction occurs between two students.

Such forms of training as classrooms and extracurricular, classroom And extracurricular, school and extracurricular associated with the location of the classes.

Let us now consider what is meant by the concept of “form of organization of training”, or “organizational form of training”. These concepts are considered synonymous.

Form of training organization– this is the design of a separate link in the learning process, a certain type of lesson (lesson, lecture, seminar, excursion, elective lesson, exam, etc.).

Classification of forms of educational organization is carried out by scientists for various reasons. For example, the classification based on V.I. Andreev lies in the structural interaction of elements according to the dominant learning goal. The author identifies the following forms of training organization: introductory lesson; lesson to deepen knowledge; practical lesson; lesson on systematization and generalization of knowledge; lesson on monitoring knowledge, skills and abilities; combined forms of classes .

V.A. Onischuk divides the forms of organization of training for didactic purposes intotheoretical, practical, labor, combined .

A.V. Khutorskoy identifies three groups of forms of organizing training: individual, collective-group and individual-collective classes.

To individualActivities include tutoring, tutoring, mentoring, tutoring, family education, self-study.

Collective group classesinclude lessons, lectures, seminars, conferences, Olympiads, excursions, business games.

Individual-collective classes– these are immersions, creative weeks, scientific weeks, projects .

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Formation and improvement of forms of training

Forms of education are dynamic, they arise, develop, and replace one another depending on the level of development of society, production, and science. World history educational practice Various training systems are known in which preference was given to one form or another.

Also in primitive society a system has developedindividual trainingas the transfer of experience from one person to another, from older to younger. However, only a small number of students could be taught in this way. Further development society demanded more literate people. Therefore, individual training has been replaced by other forms of its organization. But individual training has retained its importance to this day in the form of tutoring, tutoring, mentoring, and tutoring.

Tutoring, As a rule, it is associated with preparing the student for tests and exams.

Tutoring and mentoringmore common abroad. These forms of education can ensure productive educational activity of the student. A mentor, understood as a student’s adviser, his mentor, brings individuality to the content of the subject being studied, assists in completing tasks, and helps him adapt in life. A tutor is a student’s supervisor. The functions of a tutor can be performed by teachers when preparing students for presentations at conferences, round tables and other scientific events.

Recently, such a form of family education as governing.

As scientific knowledge developed and access to education expanded to a larger circle of people, the system of individual education was transformed intoindividual-group.In individual-group learning, the teacher worked with a whole group of children, but the educational work was still individual in nature. The teacher taught 10–15 children of different ages, whose level of training was different. He asked each of them in turn about the material he had covered, and also separately explained new material to each of them. educational material, gave individual assignments. Having finished working with the last student, the teacher returned to the first, checked the completion of the task, and outlined new material, gave the next task and so on until the student, according to the teacher, had mastered the science, craft or art. The beginning and end of classes, as well as the timing of training for each student, were also individualized. This allowed students to come to school at different time year and at any time of the day.

Individual-group training, having undergone certain changes, has survived to this day. There are rural schools, usually primary schools, with a small number of students. In one class there may be two or three students studying in the first grade program, and several people in the second grade program.

In the Middle Ages, as the need for educated people became more urgent due to progressive socio-economic development, education became more widespread. It became possible to select children of approximately the same age into groups. This led to the emergence class lesson training systems. This system originated in the 16th century. in schools of Belarus and Ukraine and received theoretical justification in the 17th century. in the book “Great Didactics” by John Amos Comenius.

This system is called a classroom system because the teacher conducts classes with a group of students of a certain age, which has a solid composition and is called a class. Lesson - since the educational process is carried out in strictly defined periods of time - lessons.

After Comenius, K.D. made a significant contribution to the development of lesson theory. Ushinsky.

The class-lesson system has become widespread in all countries and, in its main features, remains unchanged for about four hundred years.

However, already at the end of the 18th century. The class-lesson education system began to be criticized. The search for organizational forms of training that would replace the classroom-lesson system was associated primarily with problems of quantitative enrollment of students and management of the educational process.

An attempt to reform the class-lesson system was made at the end of the 18th century. early XIX V. English priest A. Bell and teacher J. Lancaster. They sought to resolve the contradiction between the need for a wider dissemination of elementary knowledge among workers and maintaining a minimum cost for the education and training of teachers.

The new system was namedBell Lancaster Peer Tutoring Systemand was simultaneously applied in India and England. Its essence was that older students first studied the material themselves under the guidance of a teacher, and then, having received appropriate instructions, taught their younger comrades, which ultimately made it possible to carry out mass education with a small number of teachers. But the quality of training itself turned out to be low and therefore the Bell-Lancaster system was not widespread.

Scientists and practitioners have also made attempts to search for such organizational forms of teaching that would remove the disadvantages of the lesson, in particular its focus on the average student, the uniformity of content and the average pace of educational progress, the immutability of the structure, which hinders the development of cognitive activity and independence of students.

IN late XIX V. forms of selective education appeared -Batavian system in the USA and Mannheim V Western Europe. The essence of the first was that the teacher’s time was divided into two parts: the first was allocated to collective work with the class, and the second to individual lessons with those students who needed them.

The Mannheim system, first used in Mannheim (Europe), was characterized by the fact that while maintaining the class-lesson system of education, students, depending on their abilities, level of intellectual development and degree of preparation, were distributed into different classes.

Based on the principle of matching the teaching load and teaching methods to the real abilities and capabilities of children, the founder of this system, J. Sickinger, proposed creating four types of classes: classes for the most capable, main classes for children with average abilities, classes for the less capable and auxiliary classes for the mentally retarded. Selection for such classes was based on psychometric measurements, teacher characteristics and examinations. I. Sickinger believed that students would be able to move from one type of class to another, but in practice this turned out to be impossible due to significant differences in training programs.

In 1905 it arose individualized training system,first used by teacher Elena Parkhurst in Dalton (USA) and called dalton plan. This system is often called a laboratory or workshop system. Its purpose was to enable the student to learn at his best speed and at a pace appropriate to his abilities. Students in each subject received assignments for the year and reported on them within a specified time frame. Traditional classes in the form of lessons were cancelled, and there was no uniform class schedule for everyone. For successful work, students were provided with everything necessary teaching aids, instructions that contained guidelines. Collective work was carried out for one hour a day, the rest of the time the students spent in subject workshops and laboratories, where they studied individually. Work experience showed that most of them were unable to study independently without the help of a teacher. The dalton plan is not widely used.

In the 1920s The color scheme was sharply criticized by scientists and practical workers of the school. At the same time, it served as a prototype for development in the USSRbrigade-laboratory training system,which practically replaced the lesson with its rigid structure. In contrast to the Dalton plan, the brigade-laboratory teaching system involved a combination of collective work of the entire class with brigade (team) and individual work of each student. In general classes, work was planned, assignments were discussed, the teacher explained difficult issues of the topic and summed up the overall activities. When assigning a task to the team, the teacher set deadlines for its completion and a mandatory minimum of work for each student, individualizing tasks if necessary. At the final conferences, the foreman, on behalf of the brigade, reported on the completion of the task, which, as a rule, was carried out by a group of activists, and the rest were only present. The same marks were given to all members of the brigade.

The brigade-laboratory system of organizing classes, which claimed to be universal, was characterized by diminishing the role of the teacher, reducing his functions to periodic consultations with students. Overestimation of students' educational capabilities and the method of independently acquiring knowledge led to a significant decrease in academic performance, a lack of system in knowledge and the lack of development of the most important general educational skills. In 1932, training under this system ceased.

In the 1920s began to be used in domestic schools as wellproject-based learning system (project method),borrowed from the American school, where it was developed by W. Kilpatrick. He believed that the basis of school programs should be the child's experiential activities, related to the reality around him and based on his interests. Neither the state nor the teacher can develop a curriculum in advance; it is created by children together with teachers during the learning process and is drawn from the surrounding reality. Students themselves choose the topic of project development. Depending on the specialization (bias) of the study group, it should reflect the socio-political, economic-production or cultural-everyday side of the surrounding reality. That is, the main task of the projects was to equip the child with tools for solving problems, searching and researching in life situations. However, universalization this method, the refusal to systematically study academic subjects led to a decrease in the level of general education training of children. This system is also not widely used.

In the 1960s gained great fame in the last century Trump's plan named after its developer, American professor of pedagogy L. Trump. This form of educational organization involved a combination of classes in large classrooms (100–150 people) with classes in groups of 10–15 people and individual work by students. For general lectures using a variety of technical means 40% of the time was allocated, 20% was allocated for discussing lecture material, in-depth study of individual sections and practicing skills (seminars), and the rest of the time the students worked independently under the guidance of the teacher or his assistants from strong students. Classes under this system were cancelled, and the composition of small groups was inconsistent.

Currently, according to Trump’s plan, only a few private schools are operating, and only certain elements have been established in the mass schools: teaching one subject by a team of teachers (one gives lectures, others conduct seminars); attracting assistants who do not have special education, to conduct classes with a large group of students; organization of independent work in small groups. In addition to the mechanical transfer of the university education system to the secondary school, the Trump plan affirmed the principle of individualization, expressed in providing the student with complete freedom in the choice of the content of education and methods of its development, which was associated with the rejection of the leading role of the teacher and ignoring educational standards.

In modern practice, there are other forms of organizing training. In the West there areungraded classes,when a student is studying in one subject according to the seventh grade program, and in another, for example, in the sixth or fifth.

Experiments are underway to create open schools, where training is conducted in training centers with libraries, workshops, i.e. The institution of “school” itself is being destroyed.

A special form of training organization is dive, when over a certain period of time (one or two weeks) students master only one or two subjects. Training is organized in the same way by era in Waldorf schools.

This is Short story development of organizational forms of training. The most stable of all the listed forms of mass education turned out to be the classroom-lesson system. It truly is a valuable achievement of pedagogical thought and best practices in the work of mass schools.

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Forms of organization of the educational process

The educational process can be organized in various ways. There is a whole range of forms of its organization: lesson (in the classical sense), lecture, seminar, conference, laboratory-practical lesson, workshop, elective, excursion, course design, diploma design, industrial practice, home independent work, consultation, exam, test, subject group, workshop, studios, scientific society, Olympiad, competition, etc.

In modern domestic schools, the lesson remains the main form of organization of learning, allowing students to effectively carry out educational and cognitive activities.

Lesson - this is a form of organization of the educational process in which the teacher, for a precisely set time, organizes cognitive and other activities of a permanent group of students (class), using types, means and methods of work that create favorable conditions for students to master the basics of the subject being studied, and also for the education and development of cognitive and creative abilities, spiritual powers of students.

In each lesson, one can highlight its main components (explanation of new material, consolidation, repetition, testing of knowledge, abilities, skills), which characterize different kinds activities of the teacher and students. These components can appear in various combinations and determine the structure of the lesson, the relationship between its stages, i.e. its structure.

The structure of a lesson is understood as the relationship between the components of a lesson in their a certain sequence and relationships with each other. The structure depends on the didactic goal, the content of the educational material, the age characteristics of the students and the characteristics of the class as a collective. The variety of lesson structures implies a variety of their types.

There is no generally accepted classification of types of lessons in modern didactics. This is explained by a number of circumstances, primarily the complexity and versatility of the process of interaction between teacher and students taking place in the classroom. B.P. Esipov, I.T. Ogorodnikov, G.I. Shchukin classifies lessons according to their didactic purpose. The following lessons stand out:

introducing students to new material (communication of new knowledge);

consolidation of knowledge;
development and consolidation of skills and abilities;
generalizing;

testing knowledge, skills and abilities (control lesson).

I.N. Kazantsev classifies lessons according to two criteria: content and method of delivery. According to the first criterion, mathematics lessons, for example, are divided into lessons of arithmetic, algebra, geometry and trigonometry, and within them - depending on the content of the topics taught. Based on the method of conducting training sessions, there are excursion lessons, film lessons, independent work lessons, etc.

IN AND. Zhuravlev proposes to classify lessons depending on the components predominant in them. At the same time, a distinction is made between mixed (combined) and special lessons. Combined ones contain all the components of the lesson in their structure. In the structure of special lessons, one component predominates. Special lessons include:

mastering new material;
fastening;
repetition;
control, knowledge testing.

In addition to the lesson, as noted above, there are other organizational forms of training.

Lecture is a special design of the educational process. The teacher communicates new educational material throughout the entire training session, and students actively perceive it. Lecture is the most economical method of delivery educational information, since the material is presented in a concentrated, logical form. Such an activity allows for improvisation, which enlivens it, gives it a creative character, focuses the attention of listeners, and arouses increased interest.

Depending on the didactic goals and place in the educational process, introductory, orientation, current, final and review lectures are distinguished.

Depending on the method of implementation, there are:

informational lectures, which use an explanatory and illustrative method of presentation. This is the most traditional type lectures in higher education;
Problem-based lectures involve presenting material using problematic issues, tasks, and situations. The process of cognition occurs through scientific research, dialogue, analysis, comparison of different points of view, etc.;
visual lectures involve a visual presentation of the material using TSO, audio, video equipment, with a brief commentary on the demonstrated materials;
binary lectures (lecture-dialogue) provide for the presentation of material in the form of a dialogue between two teachers, for example, a scientist and a practitioner, representatives of two scientific directions, etc.;
Provocative lectures are classes with pre-planned mistakes. They are designed to stimulate students to constantly monitor the information offered and search for inaccuracies. At the end of the lecture, the students’ knowledge is diagnosed and mistakes made are analyzed;
lectures and conferences are conducted as scientific and practical classes with listening to reports and speeches from the audience on a pre-defined problem within the framework of the curriculum. In conclusion, the teacher summarizes, supplements and clarifies the information, and formulates the main conclusions;
Lectures-consultations involve presentation of material in a “question-answer” or “question-answer-discussion” format.

Lectures are determined on other grounds:

for general purposes: educational, propaganda, propaganda, educational, developmental;
by content: academic and popular science;
by impact: at the level of emotions, understanding, beliefs.

Structurally, a lecture usually includes three parts: introductory, main and final. In the introductory part, the topic is formulated, the plan and objectives are communicated, the main and additional literature for the lecture is indicated, a connection is established with the previous material, and the theoretical and practical significance of the topic is characterized. The main part reveals the content of the problem, substantiates key ideas and provisions, makes them more specific, shows connections and relationships, analyzes phenomena, evaluates current practice and scientific research, and reveals development prospects. The final part summarizes the results, briefly repeats and summarizes the main provisions, formulates conclusions, and answers questions.

Seminar – a training session in the form of a collective discussion of the issues being studied, reports, abstracts. The difference between seminars and other forms of training is that they orient students toward greater independence in their educational activities. cognitive activity. During the seminars, students’ knowledge gained as a result of independent extracurricular work on primary sources, documents, and additional literature is deepened, systematized, and monitored, worldview positions are affirmed, and value judgments are formed.

Depending on the method of conducting, there are several types of seminars.

The most common type is a seminar-conversation. Conducted in the form of a detailed conversation according to plan with a brief introduction and summing up by the teacher. It involves preparing all students for the seminar on all issues of the plan, which allows for an active discussion of the topic. On specific issues of the plan, speeches from individual students are heard, which are discussed and supplemented by other speakers.

Sometimes questions are pre-distributed among the seminar participants, they prepare reports and messages. Directly at the seminar they are heard and discussed (seminar-listening).

A special form of a seminar is a seminar-debate. It involves a collective discussion of a problem in order to establish ways to solve it. The purpose of such a seminar is to form value judgments, affirm worldview positions, develop the ability to debate, defend views and beliefs, and express one’s thoughts concisely and clearly.

Conference (educational)– an organizational form of training aimed at expanding, consolidating and improving knowledge. It is usually carried out with several study groups.

Laboratory and practical classes, workshops– forms of training organization in which students, on assignment and under the guidance of a teacher, perform laboratory and practical work. They are carried out in classrooms, laboratories, workshops, at training and experimental sites, in student production plants by student production teams.

The main didactic goals of such classes are experimental confirmation of the studied theoretical principles; mastery of experimental techniques, the ability to solve practical problems by setting up experiments; developing skills to work with various devices, equipment, installations and other technical means.

These classes are also used to test the degree of mastery of theoretical material in large sections of the program.

Extracurricular activitiesprovide for in-depth study of academic subjects of the choice and desire of students. They are aimed at expanding the scientific and theoretical knowledge and practical skills of students.

In accordance with educational objectives electives are distinguished by:

in-depth study of basic educational subjects;

studying additional disciplines (logic, rhetoric, foreign language);
studying an additional discipline with the acquisition of a specialty (stenography, programming).

The focus of electives can be theoretical, practical or combined.

Excursion (educational)– a form of organizing training in production conditions, a museum, an exhibition, a natural landscape for the purpose of observing and studying by students various objects and phenomena of reality.

Depending on the objects of observation, excursions are divided into industrial, natural history, local history, literary, geographical, etc.

For educational purposes, excursions can be thematic and sightseeing. Thematic excursions are conducted in connection with the study of one or more interrelated topics of an academic subject or several academic subjects (for example, physics and chemistry, biology and geography). Sightseeing tours cover more than wide circle topics

Depending on the location in the section being studied, excursions can be introductory (preliminary), current (accompanying) and final (final).

Any excursion is not an end in itself, but is part of common system educational work.

A development of the excursion form of education are expeditions - multi-day trips to study, for example, the environmental situation, collect historical information, folklore material, etc.

Course designas an organizational form of learning is used in higher education at the final stage of studying an academic subject. It allows you to apply the acquired knowledge when solving complex production, technical or other problems related to the field of activity of future specialists.

According to curricula and programs, students in educational institutions write course projects and term papers. Course projects are carried out in cycles of general scientific, mathematical and special disciplines. In the process of their preparation, students solve technical, technological and mathematical problems.

Coursework are carried out in humanitarian, general professional and special subjects. In the process of their preparation, students solve educational and research problems.

Graduate design– organizational form used at the final stage of training in an educational institution. It consists of students completing graduation projects or theses, based on the defenses of which the State Qualification Commission makes a decision on assigning specialist qualifications to students.

Internship– one of the forms of organizing the educational process in higher education.

Didactic goals industrial practice– formation of professional skills, as well as expansion, consolidation, generalization and systematization of knowledge through their application in real activities.

The structure of practical training depends on the content of practical training and ultimately must ensure the holistic preparation of a specialist for professional activities, that is, the performance of the main professional functions of those positions in which this specialist can be used according to the qualification characteristics.

Home independent work– an integral part of the learning process related to extracurricular activities. The role of this type of educational activity is especially increasing at the present time, when educational institutions are faced with the task of developing in students the need for constant self-education and skills of independent cognitive activity. Homework develops the student's thinking, will, and character.

As a form of training consultation used to help students master educational material that they have either poorly mastered or not mastered at all. Consultations are also provided for students who are interested in in-depth study of the subject. The consultations also outline the requirements for students to take tests and exams.

There are individual and group consultations. Both types create favorable conditions for an individual approach to students.

Exam – a form of education aimed at systematizing, identifying and monitoring students’ knowledge. The educational value of the exam is the mobilization and intensive development of the student’s mental strength in an extreme situation.

Various forms of examination are used: answering questions on exam papers, performing creative work, participating in competitions, defending research results, testing, etc.

Test – a form of training similar in purpose to an exam. The test can also be considered as a preparatory stage before the exam.

Subject clubsand other similar forms of training(workshops, laboratories, departments, studios)differ in great diversity both in focus and content, methods of work, training time, etc. The work of students in subject clubs contributes to the development of their interests and inclinations, a positive attitude towards learning, and improving its quality.

Based on circle work, they can createscientific societies(academies, etc.), which unite and adjust the work of clubs, hold public events, organize competitions and olympiads.

Competitions and Olympiadsstimulate and activate students’ activities, develop them Creative skills, create a competitive spirit. Competitions and olympiads are held at various levels: school, regional, republican, international. Recently, many Olympiads and competitions are held remotely using the Internet.

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Types of training

In practice educational institutions Relatively isolated types of learning have developed, differing in a number of characteristics. Type of training – this is a generalized characteristic of teaching systems that establishes the features of teaching and learning activities; the nature of interaction between teacher and students in the learning process; functions of the means, methods and forms of training used.

The type of training is determinedpedagogical learning technology,underlying it (the substantive essence of pedagogical technologies will be discussed in the lecture “Pedagogical teaching technologies”). The following types of training are distinguished: explanatory-illustrative, dogmatic, problem-based, programmed, developmental, heuristic, student-oriented, computer-based, modular, distance learning, interdisciplinary, etc.

Explanatory and illustrative (traditional, informative, ordinary)– training in which the teacher, as a rule, transmits information to finished form through verbal explanation with the use of clarity, and students perceive and reproduce it.

Dogmatic – training based on accepting information without evidence, on faith.

Problematic – training, in which, under the guidance of the teacher, independent search activities of students to solve educational problems are organized. At the same time, they form new knowledge, skills and abilities, develop abilities, activity, curiosity, erudition, creative thinking and other personally significant qualities.

Developmental – training that ensures optimal development of students, in which the leading role is given to theoretical knowledge. At the same time, training is built at a fast pace and on high level, the learning process proceeds consciously, purposefully and systematically.

Heuristic – training based on the basic principles of problem-based and developmental learning, which presupposes the successful development of the student through the construction and self-realization of a personal educational trajectory in a given educational space.

Personality-oriented– training in which educational programs and the educational process are aimed at each student with his or her inherent cognitive characteristics.

Computer – training based on programming teaching and learning activities, embodied in a control and training program for electronic computers, which allows for increased individualization and personification of the learning process due to optimal feedback, providing information about the quality of mastery of educational content.

Modular – training that gives multifunctionality to the minimum didactic unit of educational information - a module that ensures holistic assimilation of the content of education.

Remote – training that allows you to achieve specified goals using modern telecommunications systems.

Interdisciplinary – training based on the study of integrated academic subjects, built on the implementation of interdisciplinary and intradisciplinary connections in related fields of knowledge.

Questions and tasks for self-test

What are organizational forms of training?
What features characterize the class-lesson form of teaching organization?
What determines the structure of the lesson?
Give examples of the use of various forms of organizing the educational process in the experience of innovative teachers.
What are the main types of training and their characteristic features?

Literature

Main

Pedagogy / Ed. Yu.K. Babansky. 2nd ed. M., 1988.

Podlassh I P. Pedagogy. New course: Textbook: In 2 books. Book 1. M., 1999.

Khutorskoy A V. Modern didactics: Textbook. St. Petersburg, 2001.

Additional

Guzeev V.V. Methods and organizational forms of training. M., 2001.
Dyachenko V.K. Organizational structure of the educational process. M, 1989.
Ibragimov G. Forms of organization of training in pedagogy and school. Kazan, 1994.
Okon V. Introduction to general didactics. M., 1990.
Pedagogical search / Comp. I.N. Bazhenova. M, 1990

When organizing a training session, all types of educational communication, various combinations of frontal, group, collective and individual forms of activity are used. In frontal work, the relationship “teacher activity - student activity - class activity” is realized; in collective form, the relationship “teacher activity - class activity” is realized — student activity", with the group form of activity - "teacher activity - group activity - student activity", and with the help of an individual form of activity, the relationship "teacher activity - student activity" is realized.

Every teacher wants to have as many capable students in his class as possible (we call them “strong” students).

Practice has shown that “strong” students in any education system - developmental or traditional - are more quickly involved in the educational process. For example, when frontal work is going on, the “strong” students are the most active, they are the first assistants in the lesson. The “weak” simply listen, often without understanding what is being said, i.e. they are passive. Some people do nothing at all.

Different children come to school to learn: “capable” and “less capable”, “strong and weak”, and every teacher wants them all to be active in the lesson. But... the question arises of how to include each student in the lesson - both the “strong” and the “weak2. It turns out that this problem can be solved through the organization of collective classes.

Collective learning sessions are not just the work of students in pairs: permanent or rotating. Here, each student takes turns working either as a teacher or as a learner. Each participant is alternately a teacher and a student.

The main goal of every student is to teach others everything that you know yourself. The basic principle of work: everyone teaches everyone in turn, and everyone teaches everyone in turn; those. the team trains each of its members.

One such technology is the Collaborative Way of Learning (CSR).
TO collective forms Organization of training includes work in dynamic pairs or pairs of shift personnel. Collective work in shift pairs is fundamentally different from group and simple pair work. In these classes, each student takes turns working with another.
As a collective method of learning, special emphasis should be placed on such a form of work as classes in pairs of shifts. This organization of lessons allows not only to realize cooperation, but also to take into account the heterogeneity of students’ learning abilities, and to provide everyone with the opportunity to regulate their time for familiarization and assimilation of new material. Everyone works calmly, at a pace convenient for them and, most importantly, with an individual consultant. Moreover, the student has the opportunity to return to the incomprehensible again, change the consultant and listen to the explanation from other lips. This form of work is convenient to use for practicing various skills and abilities, introducing new material and systematizing knowledge.

Work in pairs can be introduced as early as first grade. The main thing during this period is to develop students’ ability to negotiate and communicate constructively. To do this, we introduce first-graders to basic rules of communication

When talking, look at your interlocutor
Speak quietly in pairs so as not to disturb your classmates
Call your friend by name, listen carefully to the answer, because then you will correct it, supplement it, evaluate it. We explain how to sit at a desk, how to express agreement and objection, how to provide help and ask for it.

It is also necessary to teach schoolchildren. You can check the answer, the progress of solving the problem, the correctness and beauty of the letter, homework, etc. The next stage is to teach them to practice in pairs (addition tables, mental calculations, completing tasks based on options followed by mutual testing). Next comes a discussion in pairs. This means talking about a given topic, asking questions and revealing them (“Tell each other what I just told you about”; “Tell your partner how you understood him”, etc.) Children should be taught to ask questions correctly and accurately answer them.

When working in pairs junior schoolchildren they learn to listen carefully to a friend’s answer (after all, they act as a teacher); constantly prepare for an answer (it is important for a child to be asked); learn to speak, answer, prove. The student can do at this moment what is not allowed at other times - communicate with a classmate, sit freely. Children really like this kind of work. Time restrictions and the reluctance to lag behind other pairs encourage first-graders not to be distracted and communicate only on the topic of the lesson. There are children who are embarrassed to speak out in front of the whole class. In a narrower circle of peers, shy students begin to speak because they know they will be listened to, will not laugh, and will explain and help if necessary.

For pair work, regular rows are convenient, but for group work, desks should be placed so that each child can see their interlocutors, does not sit with their back to the board, can easily reach a common sheet of paper on which the result of the group’s work is recorded, and is within the reach of all participants .

Which children should be paired up?

When learning new material, it is better to pair “strong” and “weak” students, “average” and “strong” students. When generalizing and consolidating the material, it is better that the children in the pair are equivalent: strong - strong, average - average, weak - weak

Forms of organization of the educational process

A student's work on homework, work on an essay, even simply reading a textbook is custom uniform organization of the educational process. The student solves a problem, completes an exercise, reads a rule, learns a poem, and does not come into personal contact with the teacher or students. This kind of work is done without the cooperation of anyone.

Pair form academic work involves two people working with each other and no one else. Working in pairs is the most comfortable form of organizing the educational process, the purpose of which is to form business interpersonal relationships. Pair work is the completion of a task by two students who, communicating and interacting, solve a problem aimed at obtaining a common result. It actually consists of two results of its participants, so the compliance of the overall result with the set goal depends on the correctness of the task completed by each participant.

“I understood you like this... Is this what you meant?” I disagree because... and due to the fact that...” “I propose to do... Do you agree with this?”; “I have an idea, but I’m not sure if it’s right. And what do you think?"; “How do you feel about us discussing the second question and then returning to the first?”

Trainings for primary school students to develop skills of working in shift pairs

Spatial orientation training

There is one free seat in the class. A primary school teacher asks: “How many empty seats are there in the class?” The guys answer. The teacher asks the one who answered first to sit in an empty seat, but so as not to touch anything and as quickly as possible. The student changes seats. The teacher points to the student, who must find an empty seat and take it.

The training can be made more difficult. The teacher points to two students at the same time. It is clear that the two of them will not be able to sit in the only place; only one of them will take it. The other will be forced to take the newly vacated place of his comrade. Meanwhile, the teacher already points to two other students.

An even more difficult option: the teacher invites everyone to close their eyes and listen carefully to the world around them. The guys listen and hear things they didn’t pay attention to before. The teacher says: “The student whose shoulder I touch will open his eyes and sit in an empty seat as quietly as possible.” After this, the rest of the students, without opening their eyes, point with their hands to where the free space has formed. The teacher asks everyone to open their eyes, but not yet remove the hand indicating the direction.

Such trainings can be carried out as physical education minutes. They relieve fatigue well and redirect the children’s attention.

Training on the ability to listen to your partner and hear what he says

The guys love to play “Broken Phone”. Elements of this game are used in training. The class is divided into options. The first desk of each option is given a card with a proverb, saying, tongue twister, rule, definition, etc. Students on the first desk read the entry on the card, memorize it and, putting it aside, at the teacher’s signal, turn and pronounce the phrase to their neighbor on the second desk. And so on until the end. The student on the last desk says the phrase out loud. The process can be complicated - instead of phrases, take, for example, rules that are difficult for children to remember.

Training on the ability to work in noise

Almost no one doubts that studying in too much noise is quite difficult. But the fact that it turns out to be almost impossible to study in absolute silence raises doubts among many. However, this is exactly the case. The ability to learn in noise should be specially practiced. The task is this: each student has a small card on which a tongue twister is written. Boys come to visit, say hello and read their tongue twister to the girls, and they read theirs to the boys.

When everyone says their tongue twister without hesitation, the students exchange cards, and the boy, after thanking them, goes to visit another girl. There is noise in the class because half the kids are talking. However, students quickly get used to it and don’t even notice the noise. This is due to the fact that the child adapts to a noisy environment and tries to speak so that only his neighbor can hear him. It is important that these phrases are written in advance, and not impromptu by visiting “guests”, then in addition to the main skill - working in noise - an additional skill will be practiced - the ability to handle a card.

Training on the ability to find the necessary information

This training can be carried out in two ways:

allow everyone to walk around the classroom;
Allow only half of the children to walk around the classroom.

Cards are placed in front of all the children in the class, back side up. Half a proverb is written on them, for example: on one card “you drive more slowly”, on the other - “you will go further”. Paired cards are located at different ends of the class on different options. The guys' task is to find the right partner and form a couple.

The training can be made more difficult. Offer cards with riddles to the first option, and cards to the second with answers. The first option remains in place, and the second goes in search of the desired riddle. It is interesting to use such training in mathematics lessons, where one option is given problems, and the other is given answers.

Training on the ability to use an individual accounting sheet

An individual accounting sheet allows you to keep track of worked cards. The sheet contains numbers corresponding to the numbers of the tasks being performed. If the task has been studied and completed, the number is circled. If assistance is provided to another student in completing this task, the number is crossed out.

Training on the ability to translate figurative information into verbal and vice versa

The use of this technique significantly develops the child’s speech, the ability to translate images into words, and also teaches him to listen carefully and accurately select an objective action that corresponds to the word spoken by his partner. For this purpose, cut pictures are used.
One student in a pair has a card with a drawn plot, which is forbidden to be shown until the end of the work, and his partner has its cut parts. The first one’s task is to lead so that the partner lays out the appropriate drawing as quickly as possible. You can control it only with words, without gestures. Then the one who was in charge leaves to look for a free partner, and the one who collected the drawing remains to wait for a new partner. Now he will be in charge.

Scheme of work in the lesson using paired learning technology

This scheme most fully reflects the essence of paired learning technology. In this case we have:

R- these are the students who make up the primary pair.

TO- according to the methodology, these are cards, or content. But, given the multivariate nature of the tasks, it is more convenient to designate them as “a block of information that each student will work with.”

Dotted line additional participants identified. That is, those partners with whom the main pair will work after completing the main task.

Algorithm for working in pairs. This point is the main parameter for paired learning technology. The principle is that students do not just complete some task, but work precisely according to the proposed algorithm, which includes several points aimed at close communication.

Types of algorithms for working in pairs for paired learning technology

Trainer and student. Here one student plays a supporting role. He does not teach, but simply acts as a coordinator. For example, during mutual dictation, he simply dictates the text.
Peer learning. The roles of the “teacher” and “student” in the pair change.
Cooperative learning . Such a pair involves two equal students. In class, they study the text together, a block of information, dividing it into its component parts.

Examples of tasks for working in pairs (cards)

Split paragraph text ( work of art) into several “pieces”. On card 1 there is a part of the test, questions about this part. On the back of the card there are practical tasks.
Terms and rules. On side 1 of the card the rule itself, the interpretation of the term, etc. are written. On the reverse side there are practical tasks.
Dictation. Dictation text (different on all cards). On the reverse side there are practical tasks.
Picture, table on the topic, task conditions. Next are questions explaining the essence of the task. On back side- similar tasks, pictures, examples for independent study.

These are just some examples of cards. Each teacher himself can choose the algorithm of work and the content of the cards, based on the characteristics of the subject, topic and abilities of the class.

Preparation and implementation of a TVET lesson

The teacher selects a thematic cycle consisting of several blocks. For example, in mathematics lessons you must complete the topic “Equations. Types of equations. Solving problems with equations” in 10 days. Or in a literature lesson they should study 5-7 lessons.

The trick is that the training will no longer take place in stages: from simple to complex, but all topics will be studied simultaneously. Moreover, the students themselves will study them.

At the initial stage, you can divide one topic in this way.

Having chosen a cycle, the teacher divides it into subtopics.
Each student receives a separate homework task - its own subtopic. This could be a specific paragraph, a creative task, a practical research task. There are many options, and the choice of building depends on the developmental level of the students and their age.
It is important that when completing a task, the student has the opportunity to use as many sources of information as possible: the Internet, literature, media, parents, friends, professional communities, etc.

This is where the main difficulty of TVET lies. Of course, for beginners it will be more convenient to set simpler tasks: learn a certain paragraph, write a mini-essay, create infographics on a topic, a summary table, etc. But ideally, it is desirable to ensure that students maximally cover all sources of information when preparing for a lesson and present their knowledge in the most convenient way.

During the lesson, students are divided into pairs. Now one gets the role of “teacher”, the other - “student”. The task of the “teacher”: to teach your partner everything that he has prepared for the lesson as easily and completely as possible. At this time, the “student” makes up questions on the topic, clarifies information, etc. Next, the “student” asks his questions, clarifies the information and completes the first test task. Then the pair members change roles.
After both participants have explained their part to each other, they exchange cards and complete the tasks (on the back). This is followed by the stage of grading and recording in the “accounting screen”.
Then the fun begins. The participants of the couple change partners (what was indicated by the dotted line in the diagram). Now the student must teach another partner. But not what he cooked at home, but what he had just learned from his friend.

It is this moment that forces students to prepare for lessons as effectively as possible. After all, now he will not just receive a scolding from the teacher for an unprepared lesson. He will let down his classmate, who may laugh and express offense. That is, a normal environment of healthy competition is created: who will explain better, who is better prepared, etc.

How to organize knowledge recording

To monitor knowledge, an “accounting screen” is created for each topic.

student's FI

Ivanov I.

Petrova S.

Sidorova P.

Polyakov K.

Nikolaev M.

Mikhailov S.

In the table, two columns are allocated for each student for each lesson. The first is the score given by the partner in the pair. In the second column - the number of the member of the pair according to the list. For example, Sidorova P. received a “4” in the first lesson, working in tandem with Petrova. “+” means that the student worked in pairs with the teacher.

Judging by this accounting screen, three lessons have been taught using paired learning technology so far. At the same time, Petrova has already mastered all the material, while Polyakov and Mikhailov, on the contrary, are lagging behind. This allows the teacher not only to see the achievements and level of knowledge of each student, but also the opportunity to make pairs in such a way that a strong student works with those who are lagging behind. The teacher himself can pair up with one of the students. For example, you can test the knowledge of those who finished their work in class before everyone else. Or vice versa, work individually with those lagging behind.

The screen is hung on the board. The student, having prepared the material, finds a partner who has already studied this material and works with it.

How to grade?

In theory, grades in lessons are set by the students themselves. The teacher evaluates only the final test on the topic.

But in practice, another option is more convenient: the teacher himself evaluates the students after working in pairs in each lesson. To do this, the first column can be divided into two more columns: the partner’s rating and the teacher’s rating. In this case, the teacher does not need to check each student. You can check randomly. But this approach will allow you to develop a sense of responsibility. Students will no longer inflate grades “based on friendship,” since if the teacher finds gaps, the one who played the role of mentor in this pair will be responsible for this. Such points are discussed in advance.

Some nuances of working on TVET

How to seat students?

To organize work in pairs, it is most convenient to use the scheme proposed by G. Gromyko.

This scheme is convenient because the participants in the pair are as close to each other as possible, but at the same time they can hear the other participants. Moreover, by intersecting with members of other pairs, students form dynamic pairs.

Although, if you use paired learning technology only partially, to work only in one lesson, you can leave the usual arrangement of desks. In this case, neighbors on the same desk are the main couple. And the replacement partners are students sitting on the desk behind.

How often should TVET lessons be taught?

Paired learning technology can be used in any lesson, regardless of its type. Those who are just starting to master this technology can, for example, use paired learning techniques in each lesson, allocating 15-20 minutes for this work. It is also advisable to start with the simplest algorithms.

What nuances need to be considered?

Determine the exact time schedule: how long students will work in one pair, how long in a shift, etc.
Will there be a change of partners in a couple? How many times? Beginners can stop for a while on permanent pairs and introduce replacement partners gradually.
Think about what you will do for “fast” students. They can be connected to other pairs in the form of consultants, they can be offered more complex tasks on the topic for individual work, they can be involved in checking the results of written assignments, etc.

Practice has shown that paired learning technology allows even the weakest students to master knowledge faster and better. As proof, we can give an example of work, which, using paired training, could “pull out” even the weakest class in a short time.

But the technology has been developed relatively recently. Therefore, I would like to hear the opinions of teachers who have already built their lessons based on the principles of paired learning. How effective was the work? What was the main difficulty? What other recommendations would you give to your colleagues?

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“Lesson on the requirements of the Federal State Educational Standard” - Cognitive actions. Teacher. Mediocre teacher. Students' awareness of their LD. Dentist. Lesson to consolidate knowledge. Modern type lesson. The effectiveness of educational activities. Principles of educational process management. The most important task modern system. Independent work with self-test according to the standard.

“Lesson in accordance with the Federal State Educational Standard” - Lesson in accordance with the Federal State Educational Standard. Methods and forms of organizing independent learning activities. Requirements for the technique of conducting a lesson. Aspect analysis of a training session (system of training sessions). Application of theoretical principles. Independent work of schoolchildren. System-activity approach. The student must master systems of socially accepted signs.

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“Types of lessons according to Federal State Educational Standards” - Interiorization of methods of action. Reflection of activity. Students' awareness of the method of overcoming difficulties. Setting goals for correctional activities. Lesson in developmental control. Stage of actualization and trial educational action. Development of internal readiness at a personally significant level. Application of methods of action.

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The system of forms of educational activity of students in the classroom consists of frontal, individual and group. These forms also have all the components of the learning process. They differ from each other in the number of students and ways of organizing work.

Frontal form of organizing students' educational activities is called this type of activity in the lesson when all students in the class, under the direct supervision of the teacher, perform a common task. At the same time, the teacher carries out work for the entire class at the same pace in the process of telling, explaining, showing, etc. he strives to simultaneously influence everyone present. The ability to keep the class in sight, to see the work of each student, to create an atmosphere of creative teamwork, to stimulate student activity are important conditions for the effectiveness of this form of organizing students’ educational activities.

Most often it is used at the stage of primary assimilation of new material. In conditions of problematic, informational and explanatory-illustrative presentation, which is accompanied by creative tasks of varying complexity, this form makes it possible to involve all students in active educational and cognitive activities.

A significant disadvantage of the frontal form of educational work is that it is, by its nature, focused on average students. The volume and level of complexity of the material and the pace of work are designed for the abstract average student. Students with low learning capabilities under such conditions are not able to acquire knowledge: they require more attention from the teacher and more time to complete tasks. If you slow down the pace, it will negatively affect strong students. The latter are satisfied not by an increase in the number of tasks, but by their creative nature and complication of content. Therefore, to maximize the effectiveness of students’ educational activities in the classroom, other forms of organizing educational work are used next to this form.

Individual form of organizing student work provides for the student to independently complete tasks that are the same for the entire class without contact with other students, but at the same pace for everyone. According to the individual form of work organization, the student performs the exercise, decides

a task, conducts an experiment, writes a work, an essay, a report, etc. An individual task can be working with a textbook, reference book, dictionary, map, etc. Individual work in programmed training is widely practiced.

An individual form of work is used at all stages of the lesson to solve various didactic tasks: assimilation of new knowledge and its consolidation, formation and consolidation of skills and abilities, for repetition and generalization of the material covered. She dominates in completing homework, independent assignments and tests in class.

The advantages of this form of organizing educational work are that it allows each student to deepen and consolidate knowledge, develop the necessary abilities, skills, and experience in cognitive creative activity.

However, the individual form of organization has disadvantages: the student perceives, comprehends and assimilates educational material in isolation, his efforts are almost inconsistent with the efforts of others, and the result of these efforts, his assessment concerns and interests only the student and the teacher. This deficiency is compensated for by the group form of student activity.

The group form of educational activity arose as an alternative to existing traditional forms of education. It is based on the ideas of J. Rousseau, J.G. Pestaloishchi, J. Dewey on the free development and upbringing of the child. J.G. Pestaloishchi believed that a skillful combination of individual and academic learning activities increases the activity and initiative of students, creates conditions for mutual learning, and contributes to the successful acquisition of knowledge, skills and abilities.

At the beginning of the 20th century, group learning as a specific form of its organization appeared in the area of the Dalton Plan (USA). In the 20-30s it was used in the Soviet school under the name "brigade-laboratory method". The word “brigade” emphasized teamwork in work, and “laboratory” emphasized compatibility in completing educational tasks.

In accordance with the curriculum approved by the People's Commissariat in 1930, classes were eliminated in the USSR, they were replaced by units and brigades, and the material of various educational subjects was grouped around complex projects. As a result, students had to acquire knowledge about nature (physics, chemistry, biology) and knowledge about society (social studies, history, geography, literature, etc.) in the process of completing complex topics and projects (for example, “The fight for the industrial financial plan,” “ the struggle for collectivization of the village "and so on). The use of new forms of education quickly led to significant disadvantages: students lacking a sufficient amount of systematized knowledge, reducing the role of the teacher, and wasting time. These shortcomings were identified in the resolution of the Central Committee of the All-Union Communist Party of Bolsheviks “On educational programs and regime in primary and high school"(1931), where the brigade-laboratory method and the project method were condemned.

For many years, no alternative forms of teaching to the lesson were used or developed. And the rational grains that contained group forms were forgotten.

In Western Europe and the USA, group forms of educational activity for students were actively developed and improved. A significant contribution to the development of the theory of group educational activity was made by French teachers K. Garcia, S. Frenet, R. Gal, R. Kuzine, Polish teachers - V. Okon, R. Petrikovsky, C. Kupisiewicz. Group forms have become widespread in American school practice, where they are used in teaching various subjects. Research conducted by the National Training Center (USA, Maryland) in the 80s. XX century, they show that thanks to group learning, the percentage of material assimilation sharply increases, since there is an impact not only on the consciousness of students, but also on his feelings, will (actions, practice).

Only in the 60s, in connection with the study of the problem of cognitive activity and independence of students in Soviet didactics, interest in the group form of education again appeared (M.O. Dagashov, B.P. Esipov, I.M. Cheredov).

The reorientation of the learning process to the student’s personality has significantly intensified research into group forms of educational activity among schoolchildren. The works of V.K. Dyachenko made a significant contribution to the development of general principles of group training. V.V. Kotova. H.J.Liymetsa, Y.Shalovany, ISF.Nor, A.Ya. Savchenko, O.G. Yaroshenko and others.

Group form of organizing students' educational activities provides for the creation of small groups within one class. The following forms of group interaction are distinguished:

1. Paired form of educational work - two students do some work together. The form is used to achieve any didactic goal: assimilation, consolidation, testing of knowledge, etc.

Working in pairs gives students time to think, exchange ideas with a partner, and then voice their thoughts to the class. It promotes the development of speaking, communicating, critical thinking, persuasion and debating skills.

2.Cooperative group learning activities - This is a form of organizing training in small groups of students united by a common educational goal. According to this organization of learning, the teacher directs the work of each student indirectly through tasks with which he directs the activities of the group. Carrying out part of a common goal for the whole class, the group presents and defends the completed task in the process of collective discussion. The main results of such a discussion become the property of the whole class and are written down by everyone present in the lesson.

3. Differentiated group The form involves organizing the work of student groups with various learning opportunities. The tasks are differentiated by the level of complexity or by their number.

4.Lankova form provides for the organization of educational activities in permanent small student groups managed by leaders. Students work on a single task.

5. Individual-group form involves the distribution of educational work among group members, when each group member performs part of a common task. The result of the implementation is first discussed and assessed in the group, and then submitted to the whole class and the teacher for consideration.

Groups can be stable or temporary, homogeneous or heterogeneous.

The number of students in a group depends on the total number of them in the class, the nature and amount of knowledge developed, the availability of necessary materials, and the time allotted to complete the work. A group of 3-5 people is considered optimal, since in the case of a smaller number of students it is difficult to comprehensively consider the problem, and in the case of a larger number, it is difficult to determine exactly what work each student has completed.

Grouping can be done by the teacher (mostly on a voluntary basis, based on the results of a draw) or by the students themselves, of their choice.

Groups can be homogeneous (homogeneous), that is, united according to certain characteristics, for example, according to the level of educational opportunities, or heterogeneous (heterogeneous). In heterogeneous groups, when one group includes strong, average and weak students, creative thinking is better stimulated and an intensive exchange of ideas occurs. To do this, sufficient time is provided to express different views, discuss the problem in detail, and consider the issue from different angles.

The teacher guides the work of each student indirectly, through the tasks that he proposes to the group and regulating the activities of the students.

The relationship between teacher and students takes on a collaborative character, because the teacher directly intervenes in the work of the groups only if the students have questions and they themselves turn to the teacher for help.

The solution to specific educational tasks is carried out through the joint efforts of group members. At the same time, educational activities do not isolate students from each other, do not limit their communication, mutual assistance and cooperation, but, on the contrary, create opportunities for combining efforts to act in a coordinated and harmonious manner, and jointly be responsible for the results of completing an educational task. At the same time, tasks in the group are performed in a way that allows the individual contribution of each group member to be taken into account and assessed.

Contacts and exchange of opinions in the group significantly activate the activities of all students - members of the group, stimulate the development of thinking, contribute to the development and improvement of their speech, replenishment of knowledge, and expansion of individual experience.

In group learning activities, students successfully develop the skills to learn, plan, model, exercise self-control, mutual control, reflection, etc. It plays an important role in the implementation of the educational function of learning. In group learning activities, mutual understanding, mutual assistance, collectivity, responsibility, independence, the ability to prove and defend one’s point of view, and a culture of dialogue are fostered.

The table demonstrates the possibilities for choosing the form of group learning activities at different stages of the lesson:

Forms of group learning activities at different stages of the lesson

Table 7

The success of work in groups depends on the teacher’s ability to complete groups, organize work in them, distribute their attention so that each group and each of its participants feel the teacher’s interest in their success, in normal and fruitful interpersonal relationships.