Typologies of lessons, teaching methods and techniques. Interactive lesson: teaching technology
Teaching methods– these are the ways of interconnected activities of the teacher-engineer and students, with the help of which educational goals are achieved.
Yu. K. Babansky under teaching methods understands the techniques or methods of optimal pedagogical interaction between the teacher and students, aimed at achieving educational goals.
There are different approaches to classifying teaching methods. They group by the degree of interaction between teacher and students (story, conversation, independent work); depending on the solution of specific didactic tasks (preparation for perception, explanation of new material, consolidation, questioning, etc..); according to the logic of constructing educational material (inductive, deductive), etc.
V.V. Guzeev notes that by the nature of educational and cognitive activity training can be carried out using the following methods.
Explanatory and illustrative (O-I), or reproductive, teaching method. During the lesson, new knowledge is communicated by the teacher using illustrations of relevant facts, various visual aids, and students perceive this educational material, learn to reproduce knowledge and apply it according to a known model. With such a training system knowledge is given to students in a ready-made form. If a student knows what to start from, what intermediate results to go through in studying a topic, and how to achieve them, then his functions in learning are reduced to memorizing educational material and reproducing it if necessary.
Programmed teaching method (PG). Students are indicated not only what they must study, but also given a program for the sequence of independent actions to study the educational material, but intermediate results are not indicated. With programmed training knowledge acquisition is carried out according to a training program (training algorithm) using special manuals (paper-based, electronic, etc.).
If intermediate results are also open, but the way to obtain them is not communicated to the student, then he has to try different paths, using many heuristics (discoveries). This is repeated after receiving each declared intermediate result. We have before us a standard heuristic search scheme, i.e. in this case we can talk about heuristic teaching method (E).
If both the intermediate results and the ways to achieve them are not known, the student is faced with a contradiction between the existing knowledge and the necessary ones, that is, he finds himself in a problematic situation. At problem-based learning (PB) knowledge is not given ready-made, but is acquired through independent search activities of students, solving various kinds of cognitive problems, and the teacher (master of industrial training) only coordinates these activities.
The considered teaching methods are based on the fact that the student knew the initial conditions (homework, introductory conversation, survey on previous material, etc.). However, recently learning has become increasingly popular, in which the initial conditions are not identified by the teacher, but are selected by the student depending on his understanding of the learning task. From these conditions he obtains results, comparing them with the planned ones. If there are discrepancies with the goal, he returns to the initial conditions, makes changes to them, and goes through this path again. This process repeats the modeling process, which is why the method is called model (M)(V.A. Oganesyan et al., 1980).
It is possible that by hiding different elements of the scheme from the student along with the initial conditions, it is possible to obtain variations of the model method, for example model-heuristic method . Situations with an unknown end result are not typical for educational institutions of the VET system and are used mainly in higher education, in the training of highly qualified scientific personnel, and in solving various inventive problems. There is every reason to believe that the future of vocational school is connected with the model teaching method, since this method provides the student with the greatest measure of independence and creative search.
Since the mid-80s. Non-traditional lessons in the form of business games are becoming increasingly popular: court lesson, auction lesson, press conference lesson, etc. All business games are the implementation of a model teaching method. Saturating educational institutions with powerful electronic computing technology is a means of enhancing model learning.
The classification of teaching methods is especially popular and most widely covered in modern pedagogical literature. by sources of knowledge . It includes verbal , visual And practical teaching methods and their varieties (Appendix 12).
The choice of the optimal teaching method is determined primarily by the final goal of the lesson or its stages. Due to the fact that the purpose of training in a vocational school is to develop in students knowledge, skills and abilities of the appropriate level of qualification, the main attention of the teacher-engineer should be paid to the optimal choice of various combinations of verbal, visual and practical teaching methods.
The use of a particular method is determined by the principles of teaching. The content of the educational material also has a significant impact. When the material is descriptive, informational in nature, verbal teaching methods are dominant; when studying the design of equipment and tools, visual ones are dominant; and when mastering work actions and techniques in laboratory practical classes or industrial training lessons, practical ones are dominant.
The choice of teaching method is also influenced by the availability of appropriate educational and methodological complexes (EMC) in the subject or profession. The better equipped production workshops, classrooms and laboratories are, the more effectively a variety of visual and practical teaching methods can be used.
The entire arsenal of technical teaching aids used by the teacher-engineer both as visual aids (real equipment, cars, tools, devices), simulators, and as aids in order to enhance the mental and cognitive activity of students in the classroom is called logistics lesson. TO informational and methodological provision ( educational materials ) include various types of educational or scientific literature (Appendix 13).
Didactic goals in theoretical and practical training are achieved by the teacher-engineer also on the basis of the competent use of various teaching aids: verbal; natural objects; drawings on the board; posters; screen; sound; screen-sound (applications
14–15). Appendix 16 presents the specific features of the expressive capabilities of some traditional teaching aids, highlighted on the basis of research by S. I. Kochetov, A. G. Molibog and
A. I. Tarnopolsky, B. V. Palchevsky, I. I. Markhel and
Yu. O. Ovakimyan, V. I. Sopina and others.
Creating methodological support for each lesson and systematizing it in the form of teaching materials on the subject is today an urgent and primary methodological task of a teacher-engineer.
Researchers identify two main modern models of workforce training:
- - on-the-job training. Theoretical course at a vocational school and practical training at an enterprise;
- - off-the-job training in specialized vocational educational institutions and training centers.
Let's consider in-house training.
In-house training is a special scheme for organizing adult training. As a rule, in-house training programs are created specifically for a specific enterprise and are aimed at developing personnel and preparing them for changes in the organization.
Ideas about the technology of organizational change are generally captured in ideas about consulting technologies. There are two main approaches to organizing consulting work in an organization.
The first, which can be called expert, presupposes the possibility of preparing an organization development program, solving any problems, preparing a management decision based on the knowledge and experience of an invited consultant. The task for a consultant working within the framework of this approach is posed as follows - to conduct a diagnosis and prepare a plan to change the situation.
The second, conditionally it can be called procedural, assumes the possibility of preparing an organization development program, only in the process of joint work with the organization’s personnel. Within the framework of procedural consulting, much attention is paid not only to diagnosing the situation that has developed in the substantive activities of the organization, but also to the existing corporate culture in this form, the specifics of norms and requirements for personnel, traditions, values and the very history of the company.
Returning to the specifics of the tasks of in-house training, it is necessary to decide what goals should be achieved in the training programs, and this is related to what type of consulting process will be implemented at the enterprise.
If we are talking about expert consulting, then perhaps the training program should provide students with knowledge about the typical problems that they may encounter in their professional activities, the norms of their problem solving and the external situation. That is, the goal is the transfer of knowledge.
If we are talking about procedural counseling, then in addition to a set of professional knowledge, students must have a mindset for change, mastering new forms of individual behavior and developing methods of group activity. That is, the goal is not so much the transfer of knowledge as the formation of an orientation toward changing individual and group behavior.
Based on the objectives of organizational development, the following types of in-house training programs can be distinguished, aimed at increasing external adaptation or internal integration of the organization.
Internal integration.
From the point of view of directions in training, five main situations can be distinguished (Table 1).
|
Situation |
Specification of training needs |
Teaching method |
|
Specialized training programs (sales, negotiation, creativity training) |
Behavioral training methods |
|
|
Team building programs |
Active group and intergroup activities followed by reflection of the group process. Business and role-playing games, analysis of organizational problems |
|
|
Development of interpersonal and intra-company communication, formation of conflict resolution skills |
Sensitivity training, role-playing games, business simulation games, internships, corporate culture design |
|
|
Management training |
Lectures, seminars, practical classes, educational business games |
|
|
Preparing for Organizational Innovation |
Organizational thinking games, project development, analysis of organizational situations |
An in-house training system can be effective only if the current situation is analyzed, the prospect is assessed and an image of the desired future is formed, changes are predicted, change projects are prepared, deadlines and costs are determined.
Let's take a closer look at staff training methods.
Labor rotation.
Workers at virtually all levels of an organization can be rotated through a number of jobs in order to expand their knowledge and skills. Job rotation provides an organization with greater flexibility because the responsibilities of workers can easily change due to changes in human resource needs. In the interests of flexibility, some organizations have adopted pay-for-knowledge schemes (sometimes referred to as competency-based pay), where part of workers' pay is based on the knowledge and skills they have acquired through voluntary rotation and formal training. Job rotation can also be used to prepare workers for promotion and provide them with enriched work experience.
Discipleship.
In trade, apprenticeships are a common way of providing training to new employees. The apprentice often serves as an assistant to a superior employee for a set period of time, receiving on-the-job modeling, coaching and feedback. This method is usually cost-effective because the organization benefits from the apprentice's work, which is usually paid at a relatively low rate. Apprenticeships are only appropriate when there are a sufficient number of skilled workers to work in direct contact with newcomers.
Industrial training.
New workers who must work on production lines that require a fairly high work speed or skill level can be trained on a production line simulator, which often operates at a slower pace. By using this technique, organizations avoid the need to slow down existing production lines, the risk of product damage or poor quality due to the introduction of unskilled workers.
The lecture method relies on the activity of an instructor presenting information to trainees, and is one of the least expensive forms of training, because it is associated with low costs for the organization and can be used with a large contingent of students. Despite criticism that this method does not provide opportunities for practice and feedback, evaluations of learning outcomes using the lecture method have shown that it can achieve at least a moderate level of effectiveness.
Conference.
The conference method uses structured discussions between the instructor and trainees in relatively small groups. While the lecture method allows for one-way communication, the conference method allows for two-way discussion and can therefore be used to test participants' understanding and elicit reactions to what is being taught. Because it entails a high degree of trainee ownership, the conference method is particularly effective in increasing trainee commitment or changing attitudes.
Video image.
Video can be used in training to stimulate interest in a topic, present information, model the use of skills, and provide trainees with accurate feedback on the performance of their recently learned techniques. Video recordings can be used to provide course information to remote site workers, which can be a cost-effective alternative to physically gathering instructors and trainees in one location. Trainees are often filmed to practice complex soft skills, such as those required in a sales situation, and immediate replay provides feedback.
Video as a teaching tool has evolved from the use of slides and films and is now becoming increasingly sophisticated and powerful through the use of computer technology and laser discs.
Computer-assisted training.
Computer-assisted instruction allows information to be presented in a logical sequence, learners' understanding is checked, feedback is provided, and lessons are tailored to knowledge/skill levels by assessing responses (this is called program branching). As PC hardware becomes more and more standardized, the development of QR training programs becomes more cost-effective.
Modeling.
Simulations, or simulations, are carefully designed exercises modeled after real-life situations in which learners participate and receive feedback. Simulation of work situations is especially useful for those jobs in which the risk and cost of error are high (for example, pilot training) or in which direct observation and feedback are generally lacking (for example, management decision making). Using computer technology, amazingly realistic simulators (such as flight simulators) can be created. Simulation is often used in management training and includes exercises (within assessment centers) such as in-tray (or “in-tray”), business games and case studies. Management training through simulation allows participants to gather information and make decisions as if they were in a real situation; Receive feedback on the performance of your behavior based on careful observation by other participants and training staff.
Particularly popular among managers is training that takes place offsite and involves a series of exercises in the wild, which, according to its proponents, simulate situations of group work and individual problem solving.
Role-playing game.
Role-playing is used to develop interpersonal skills, such as those needed in managerial and sales interactions, for example. Trainees assume relevant roles (eg, manager and employee; salesperson and customer) and conduct a specific discussion (eg, imposing an administrative penalty or selling a product). Participants in the role-playing game are given background information on the nature of the roles, but the interaction as a whole is not prepared.
Case study teaching method.
Nowadays, the “case study” method has become very popular as a method of training and advanced training of specialists and managers. Judging by various sources of information, this concept means different content in different countries. In the USA, it is a method of situational analysis used to gain skills in finding solutions and based on real situations.
The case study method (translation in this case is more likely to be: a training method based on the consideration of cases, situations) consists in the fact that the trainee, having read the description of the organizational problem, independently analyzes the situation, diagnoses the problem and presents his findings and solutions in discussion with other trainees. This method aims to provide the trainee with real-world experience in identifying and analyzing complex problems. Specially trained supervisors - instructors - supervise the actions of the trainees. In discussing the situation, the trainee learns in particular that there are several ways to solve complex organizational problems and that his own decision is often driven by personal inclinations and values.
The situation analysis method has five main characteristics:
- - use of actual organizational problems;
- - possible participation of the maximum number of people in their study, finding out other points of view, comparing different views and making decisions;
- - minimal degree of dependence of students on each other;
- - who believe that trainees have the right to right and wrong answers, since, despite the possible incompleteness of the situations, they are taken from real life;
- - trying to make the method of situational analysis pass through all successively created levels of scenario development.
The instructor plays (or should play) the role of critic. He should not be a lecturer or disseminator of book principles, but a catalyst for the educational process and a trainer. The instructor should also be a helpful source of information on the topic being taught to encourage active discussion among trainees.
As we can see, the American interpretation of the “case study” method is very similar to the method of considering and analyzing business situations, and both specialists and managers of different levels can be trained using this method.
Management games are conducted using computer technology, and trainees are divided into groups of five to six people who must compete with each other in a simulated market. This method is used mainly for training managers and business organizers.
In France, the case study method has a slightly different content. Here the case is rather a portfolio of documents reflecting and recording a real complex situation in which a real organization finds itself, studied in detail, reproduced and qualitatively presented in these documents for educational purposes. The method is intended for teaching enterprise management.
The implementation of the method is associated with solving problems that have a real basis, reflecting the specifics of the European economy. At the same time, the development of a case as a set of educational and practical materials is based on unique real facts in the life of a real organization, requires a lot of labor, and is associated with solving the problem of obtaining real information from a specific enterprise to build a case.
Stages of creating a case:
- - choosing a topic, i.e. the nature of the problems covered by a given case, before choosing a specific enterprise that will illustrate the problem. Such a topic could, for example, be: the use of the segmentation method in marketing; creating a three-year marketing plan for any industrial product; problems caused by the introduction of a new remuneration system at any enterprise, etc.;
- - research of a “case enterprise”;
- - choice of situation at the enterprise;
- - collection of information;
- - case editing;
- - checking and final editing.
Since specialists of different profiles are involved in solving cases of this level, the work of a group of trainees in the advanced training system to solve a real problem of a real enterprise can lead to self-organization, to a high degree of cohesion, to the transformation of the group into a “reactor”, i.e. a team of managers capable bring the enterprise out of the crisis.
So, we see that to create an effective personnel training system, it is necessary to take into account the professional level of personnel training, their knowledge and skills, determine training goals, and only then identify the most effective training method in a specific environment.
"Teaching methods – these are the ways of interconnected activities of the teacher-engineer and students, with the help of which educational goals are achieved.
Yu.K. Babansky under teaching methods understands the techniques or methods of optimal pedagogical interaction between the teacher and students, aimed at achieving educational goals.
There are different approaches to classifying teaching methods. They group by the degree of interaction between teacher and students (story, conversation, independent work); depending on the solution of specific didactic tasks (preparation for perception, explanation of new material, consolidation, questioning, etc..); according to the logic of constructing educational material (inductive, deductive), etc.
V.V. Guzeev notes that by the nature of educational and cognitive activity training can be carried out using the following methods.
Explanatory and illustrative (O-I) or reproductive method of teaching. During the lesson, new knowledge is communicated by the teacher using illustrations of relevant facts, various visual aids, and students perceive this educational material, learn to reproduce knowledge and apply it according to a known model. With such a training system knowledge is given to students in a ready-made form. If a student knows what to start from, what intermediate results to go through in studying a topic, and how to achieve them, then his functions in learning are reduced to memorizing educational material and reproducing it if necessary.
Programmed teaching method (PG). Students are indicated not only what they must study, but also given a program for the sequence of independent actions to study the educational material, but intermediate results are not indicated. With programmed training knowledge acquisition is carried out according to a training program (training algorithm) using special manuals (paper-based, electronic, etc.).
If intermediate results are also open, but the way to obtain them is not communicated to the student, then he has to try different paths, using many heuristics (discoveries). This is repeated after receiving each declared intermediate result. We have a standard heuristic search scheme, i.e. in this case we can talk about heuristic teaching method (E).
Even if the intermediate results and the ways to achieve them are not known, the student is faced with a contradiction between the existing knowledge and the necessary ones, i.e. gets into a problematic situation. At problem-based learning (PB) knowledge is not given ready-made, but is acquired through independent search enginestudent activities, solving various kinds of cognitive problems, and the teacher (master of industrial training) only coordinates these activities.
The considered teaching methods are based on the fact that the student knew the initial conditions (homework, introductory conversation, survey on previous material, etc.). However, recently learning has become increasingly popular, in which the initial conditions are not identified by the teacher, but are selected by the student depending on his understanding of the learning task. From these conditions he obtains results, comparing them with the planned ones. If there are discrepancies with the goal, he returns to the initial conditions, makes changes to them, and goes through this path again. This process repeats the modeling process, which is why the method is called model (M)(V.A. Oganesyan et al., 1980).
It is possible that by hiding different elements of the scheme from the student along with the initial conditions, it is possible to obtain variations of the model method, for example model-heuristic . Situations with an unknown final result are not typical for educational institutions of the VET system and are used mainly in higher education, in the training of highly qualified scientific personnel, in solving various inventive problems (TRIZ). There is every reason to believe that the future of vocational school is connected with the model teaching method, since it provides the student with the greatest measure of independence and creative search.
Since the mid-80s, non-traditional lessons in the form of business games have become increasingly popular: court lesson, auction lesson, press conference lesson, etc. All business games are the implementation of a model teaching method. Saturating educational institutions with powerful electronic computing technology is a means of enhancing model learning.
The classification of teaching methods is especially popular and most widely covered in modern pedagogical literature. by sources of knowledge . It includes verbal , visual And practical teaching methods and their varieties (Appendix 12).
The choice of the optimal teaching method is determined, first of all, by the ultimate goal of the lesson or its stages. Due to the fact that the purpose of training in a vocational school is to develop in students the knowledge, skills and abilities of the appropriate level of qualification, the main attention of the teacher-engineer should be paid to the optimal choice of various combinations of verbal, visual and practical teaching methods.
The use of a particular method is determined by the principles of teaching. The content of the educational material also has a significant impact. When the material is descriptive, informational in nature, verbal ones are dominant; when studying the design of equipment and tools - visual ones, and when mastering work actions and techniques in laboratory practical classes or industrial training lessons - practical teaching methods.
The choice of teaching method is also influenced by the availability of appropriate educational and methodological complexes (EMC) in the subject or profession. The better equipped production workshops, classrooms and laboratories are, the more effectively a variety of visual and practical teaching methods can be used.
The entire arsenal of technical teaching aids used by the teacher-engineer both as visual aids (real equipment, cars, tools, devices), simulators, and as aids in order to enhance the mental and cognitive activity of students in the classroom is called logistics lesson. TO informational and methodological provision ( educational materials ) refers to various types of educational or scientific literature (Appendix 13).
Didactic goals in theoretical and practical training are achieved by the teacher-engineer also on the basis of the competent use of various teaching aids: verbal, natural objects, drawings on the board, posters, screen, sound, screen-sound (Appendices 14-15). Appendix 16 presents the specific features of the expressive capabilities of some traditional teaching aids, identified on the basis of research by A.I. Kochetova, A.G. Molibog and A.I. Tarnopolsky, B.V. Palchevsky, I.I. Markhel and Yu.O. Ovakimyan, V.I. Sopina and others.
Creating methodological support for each lesson and systematizing it in the form of educational and methodological complexes (EMC) for the subject is today the urgent and primary methodological task of a teacher-engineer.
Based on my lectures
Based on the nature of the connection between the teacher and students during a training session, three main teaching models can be distinguished: () :
Passive learning model
Passive learning model built on subject-object relationship between teacher and student. In subject-subject relationships, feedback (from student to teacher) is weakly expressed, it is carried out only occasionally. With passive learning, the subject is the teacher, and the object is all the students in the class or the entire academic group. This is shown schematically in the figure.The teacher works with everyone mainly at the same pace. Taking into account the individual characteristics of students is not provided in this model. The teacher can use individual tasks, but even in this case he does not strive to take into account the individual characteristics of each student, being guided by other considerations (to increase the intensity of the exercises and the independence of their implementation, to increase the number of students surveyed, to increase the accumulation of grades, etc.).
Main disadvantages of this training model:
- working with everyone at the same pace, the teacher focuses on the average student (the majority of them in the class), while the stronger student is bored and idle after completing the task, and the lagging student cannot cope with the amount of educational work planned for the class; as a result, a strong student slides to the level of an “average” student, and a lagging student falls further and further behind;
- The passive role of a follower assigned to the student limits the possibilities of his individual development.
Of course, this model also has its own dignity. Thus, it significantly simplifies the teaching methodology, saves the teacher time on preparing for the lesson and checking student work, and at the same time, with its help, you can achieve good memorization of the material and correct reproduction of actions.
However, in modern conditions, the passive learning model is ineffective. We inherited it from those times when the main value of education was knowledge, and not an active developing personality, as it is today, and the key to successful learning was obedience and passive following of the teacher.
Active learning model
Active learning model is also based on the subject-object relationship. The difference from the previous model is that the object of learning is not the class as a whole, but each student(see picture).
In an effort to intensify the activities of all students, the teacher uses an individual approach to each of them, for example, selecting tasks in accordance with the child’s learning capabilities, the nature of his learning difficulties, and the types of educational work that are most preferable for him. With active learning, a strong student does not get bored in the lesson, since the teacher gives him tasks of increased complexity, developing his abilities. The weak do not lag behind, but reduce the gap, catching up to the average level.
In addition, in the active learning model, the teacher has the opportunity to identify qualities in students that can help improve their learning capabilities. For example, among the “average” children there may be children with untapped potential, who over time will join the number of strong students or turn out to be capable of creativity and a unique result.
Individualization of the educational process, intensification of educational activities refer to the benefits of active learning.
However, this model is not free from shortcomings.
Firstly, the individualization necessary for active learning requires a lot of time and effort from the teacher, and with large classes in a mass school, this often becomes impossible. The principles of calculating salaries for teachers also do not contribute to individualization: wages depend primarily on the number of hours of teaching load, and in order to complete the greatest number of hours, individual work has to be reduced as much as possible (it requires additional preparation for the lesson, more frequent checking of student work; this, as a rule, , is not taken into account in the teaching load).
Secondly, the subject-object nature of interaction restrains the individual development of students: they develop as much as the teacher can and wants to develop them.
Interactive learning model fundamentally different from the previous two in that it is based on subject-subject relationship between the teacher and students. Both of them are full-fledged subjects, the vector of activity is directed both from teacher to student and from student to teacher (see figure).
This means that the student participates in the planning and organization of his learning activities, and in its assessment. He can choose methods of mastering educational material, means and sources of training. His activity in the educational process is maximum.
The teacher acts to a greater extent not as a source of information leading the student, but as an organizer and coordinator of independent learning activities. However, behind the beautiful words about independence and cognitive activity in the interactive learning model, there is still a lot of work of the teacher. Thus, the teacher creates different routes for students with different levels of difficulty and different rates of mastering educational material, and for each route creates sets of educational tasks using various means, including information and communication technologies, electronic educational resources, and Internet sources. In other words, with an interactive model, the student is free to choose methods and means, but the teacher has taken care in advance that the choice made will lead to the set learning goal.
The interactive learning model uses technologies for organizing the educational process, providing for independent search and comprehension of information, students showing initiative and creativity, creating a new product of activity, discussing the action plan and the achieved result with the teacher and classmates.
Main advantages of the interactive learning model: the greatest opportunities for the development of students’ personalities, the formation of their cognitive independence, self-education and self-development skills using modern means and methods of activity.
Among her shortcomings relate...
- the comparative complexity of managing educational activities (due to the high activity and independence of students);
- the need to use various ways of knowing, means and sources of learning in the educational process (to provide students with the opportunity to choose them).
